Raewyn Connell

Hegemonic Masculinity Rethinking the Concept

The concept of hegemonic masculinity has influenced gender studies across many academic fields but has also attracted serious criticism. The authors trace the origin of the concept in a convergence of ideas in the early 1980s and map the ways it was applied when research on men and masculinities expanded. Evaluating the principal criticisms, the authors defend the underlying concept of masculinity, which in most research use is neither reified nor essentialist. However, the criticism of trait models of gender and rigid typologies is sound. The treatment of the subject in research on hegemonic masculinity can be improved with the aid of recent psychological models, although limits to discursive flexibility must be recognized. The concept of hegemonic masculinity does not equate to a model of social reproduction; we need to recognize social struggles in which subordinated masculinities influence dominant forms. Finally, the authors review what has been confirmed from early formulations (the idea of multiple masculinities, the concept of hegemony, and the emphasis on change) and what needs to be discarded (onedimensional treatment of hierarchy and trait conceptions of gender). The authors suggest reformulation of the concept in four areas: a more complex model of gender hierarchy, emphasizing the agency of women; explicit recognition of the geography of masculinities, emphasizing the interplay among local, regional, and global levels; a more specific treatment of embodiment in contexts of privilege and power; and a stronger emphasis on the dynamics of hegemonic masculinity, recognizing internal contradictions and the possibilities of movement toward gender democracy.

Masculinities and Globalization

Recent social science research has made important changes in our understanding of masculinities and mens gender practices, emphasizing the plurality and hierarchy of masculinities, and their collective and dynamic character. These gains have been achieved mainly by close-focus research methods. But in a globalizing world, we must pay attention also to very large scale structures. An understanding of the world gender order is a necessary basis for thinking about men and masculinities globally. We can trace the emergence of globalizing masculinities at different stages of the history of the world gender order. Hegemony in the contemporary gender order is connected with patterns of trade, investment, and communication dominated by the North. A transnational business masculinity, institutionally based in multinational corporations and global finance markets, is arguably the emerging dominant form on a world scale.

Cool Guys, Swots and Wimps: the interplay of masculinity and education

Most educational work concerned with changes in gender relations has been addressed to girls, justified on ‘equal opportunity’ principles, and governed by ‘sex‐role’ theories. This framework is not very relevant to educational work with boys, yet gender issues arise here too. The paper presents retrospective data on schooling from the life‐histories of two groups of men, drawn from a larger study of contemporary changes in masculinity. Unemployed working‐class men recall ‘getting into trouble’, a process of constructing masculinity through conflict with the institutional authority of the school. Here, the school, as part of the state represents a power they cannot participate in. However, the school is also a site of the differentiation of masculinities. Some working‐class boys embrace a project of mobility in which they construct a masculinity organised around themes of rationality and responsibility. This is closely connected with the ‘certification’ function of the upper levels of the educational syste...

Gender, health and theory: Conceptualizing the issue, in local and world perspective

Public policy documents on gender and health mostly rely on categorical understandings of gender that are now inadequate. Poststructuralist thought is an advance, but relational theories of gender, treating gender as a multidimensional structure operating in a complex network of institutions, provide the most promising approach to gendered embodiment and its connection with health issues. Examples are discussed in this article. A crucial problem is how to move the analysis beyond local arenas, especially to understand gender on a world scale. A relational approach to this question is proposed, seeing gendered embodiment as interwoven with the violent history of colonialism, the structural violence of contemporary globalization, and the making of gendered institutions on a world scale, including the corporations, professions and state agencies of the health sector. Gender is seen as the active social process that brings reproductive bodies into history, generating health consequences not as a side-effect but in the making of gender itself.

Change among the Gatekeepers: Men, Masculinities, and Gender Equality in the Global Arena

E quality between women and men has been a doctrine well recognized in international law since the adoption of the 1948 Universal Declaration of Human Rights (United Nations 1958), and as a principle it enjoys popular support in many countries. The idea of gender equal rights has provided the formal basis for the international discussion of the position of women since the 1975–85 UN Decade for Women, which has been a key element in the story of global feminism (Bulbeck 1988). The idea that men might have a specific role in relation to this principle has emerged only recently. The issue of gender equality was placed on the policy agenda by women. The reason is obvious: it is women who are disadvantaged by the main patterns of gender inequality and who therefore have the claim for redress. Men are, however, necessarily involved in gender-equality reform. Gender inequalities are embedded in a multidimensional structure of relationships between women and men, which, as the modern sociology of gender shows, operates at every level of human experience, from economic arrangements, culture, and the state to interpersonal relationships and individual emotions (Holter 1997; Walby 1997; Connell 2002). Moving toward a gender-equal society involves profound institutional change as well as change in everyday life and personal conduct. To move far in this

Understanding men's health and illness: a gender-relations approach to policy, research, and practice.

Abstract Mens health has emerged as an important public concern that may require new kinds of healthcare interventions and increased resources. Considerable uncertainty and confusion surround prevailing understandings of mens health, particularly those generated by media debate and public policy, and health research has often operated on oversimplified assumptions about men and masculinity. A more useful way of understanding mens health is to adopt a gender-relations approach. This means examining health concerns in the context of mens and womens interactions with each other, and their positions in the larger, multidimensional structure of gender relations. Such an approach raises the issue of differences among men, which is a key issue in recent research on masculinity and an important health issue. The gender-relations approach offers new ways of addressing practical issues of healthcare for men in college environments.

The neoliberal cascade and education: an essay on the market agenda and its consequences

Education has been powerfully affected by the rise of a neoliberal political, economic and cultural agenda. The Australian experience since the 1980s is outlined. Educators need to understand neoliberalism, and also to think about the nature of education itself, as a social process of nurturing capacities for practice. Education itself cannot be commodified; but access to education can be. Markets require a rationing of education, and the creation of hierarchies and mechanisms of competition. Hence, the redefinition of schools and universities as firms, and the striking revival of competitive testing, as well as the expansion of public funding of private schools. Teachers are placed under performative pressures that tend to narrow the curriculum in schools, and make the sectors workforce more insecure. Even the knowledge base of education is impacted, with technicization of professional knowledge and a growth of cultural fakery around education. Bases for alternatives exist, but have not yet found institutional articulation.

Why Is Classical Theory Classical

The familiar canon embodies an untenable foundation story of great men theorizing European modernity. Sociology actually emerged from a broad cultural dynamic in which tensions of liberalism and empire were central. Global expansion and colonization gave sociology its main conceptual framework and much of its data, key problems, and methods. After early‐20th‐century crisis, a profoundly reconstructed American discipline emerged, centered on difference and disorder within the metropole. The retrospective creation of a “classical” canon solved certain cultural dilemmas for this enterprise and generated a discipline‐defining pedagogy, at the price of narrowing sociologys intellectual scope and concealing much of its history.

Globalization and Business Masculinities

The idea of “transnational business masculinity” is explored in life-history interviews with Australian managers. Their world is male-dominated but has a strong consciousness of change. An intense and stressful labor process creates multiple linkages among managers and subjects them to mutual scrutiny, a force for gender conservatism. In a context of affluence and anxiety, managers tend to treat their life as an enterprise and self-consciously manage bodies and emotions as well as finances. Economic globalization has heightened their insecurity and changed older patterns of business; different modes of participating in transnational business can be identified. Managerial masculinity is still centrally related to power, but changes from older bourgeois masculinity can also be detected: tolerance of diversity and heightened uncertainty about one’s place in the world and gender order. Some support is found for the transnational business masculinity hypothesis, but a spectrum of gender patterns must be recognized in an increasingly complex business environment.

Good teachers on dangerous ground: towards a new view of teacher quality and professionalism

Ideas about what makes a good teacher are important in thinking about educational reform, and have come into focus recently. These ideas are contested and open to change. The first part of this paper traces models of the good teacher in Australia from the colonial-era good servant, through an ideal of the autonomous scholar-teacher, to contemporary lists of teacher competencies. The second part looks more closely at the incoherent but insistent way the good teacher is now defined under neoliberal governance by teacher registration authorities. The third part of the paper makes proposals for a new understanding of good teachers: based on understanding the labour process and occupational dynamics of teaching, the intellectual structure of Education studies, and the overall logic of education itself.