Abstract:
Imagining change within elite boys’ schools is a challenging endeavor, given their steadfast resistance to change. These schools have long held onto deeply ingrained norms that reinforce the practices and relations of elite masculinity. The gender segregation and the culture this segregation perpetuates present daunting obstacles in working toward meaningful progress. Additionally, the entrenched and powerful alumni networks sustain a demand for continuity, making it difficult for new ideas and reforms to take root. The process of change within these institutions would be certainly long and difficult, but not hopeless.
This paper draws on a study exploring what 127 recent alumni from elite boys’ schools across the U.S. learned about themselves, others, and the world around them to excavate the possibilities for change within these elite spaces. The study employed collaborative methods that served as an epistemological standpoint, not only making insider knowledge of elite boys’ schools evident but also identifying and exploring possibilities for reform. The paper examines how critical spaces can challenge and transform the practices and relations of elite masculinity, providing learning experiences where students can be taught alternative norms.
Changes to institutions cannot happen piecemeal but instead, require all parts and people within these institutions working together towards transformation. Such endeavors will be supported by strong and dedicated leadership, multiple avenues for students to engage in uncomfortable learning, collaborative partnership with other schools, professional learning for building teachers’ capacities and knowledge for fostering and facilitating critical spaces, and meaningful involvement of families in these efforts.
This paper draws on a study exploring what 127 recent alumni from elite boys’ schools across the U.S. learned about themselves, others, and the world around them to excavate the possibilities for change within these elite spaces. The study employed collaborative methods that served as an epistemological standpoint, not only making insider knowledge of elite boys’ schools evident but also identifying and exploring possibilities for reform. The paper examines how critical spaces can challenge and transform the practices and relations of elite masculinity, providing learning experiences where students can be taught alternative norms.
Changes to institutions cannot happen piecemeal but instead, require all parts and people within these institutions working together towards transformation. Such endeavors will be supported by strong and dedicated leadership, multiple avenues for students to engage in uncomfortable learning, collaborative partnership with other schools, professional learning for building teachers’ capacities and knowledge for fostering and facilitating critical spaces, and meaningful involvement of families in these efforts.