Thesis (M. Arch.)--University of Hong Kong, 1999. / Includes special report study entitled: School design with respect to changes in learning pattern. Includes bibliographical references.

Thesis (M.Arch.)--University of Hong Kong, 1999. / Includes special report study entitled : School design with respect to changes in learning pattern. Includes bibliographical references. Also available in print.

No description available.

This thesis is a report of a study of masculinity at Canberra Grammar School, a corporate boys' school. The data were collected during 1991 and 1992. The thesis questions the conventional wisdom that a school like Canberra Grammar produces a particular hegemonic masculinity. Indeed, it identifies the production of a hierarchy of exalted, multiple masculinities. There were limitations to what could be investigated in this study, as well as to how it could be investigated. However, the ideas and work of several people were blended in order to provide a way into the questions of masculinity in this school. This eclectic approach drew upon the literature of Popkewitz, Lather, and Parlett and Hamilton, who called for narrative descriptions and interpretation, as well as Beare, Caldwell and Millikan, whose framework of school culture, albeit modified, provided very rich information. This method resulted in an emphasis on what was observed and read within the school, rather than on what might have been heard, but, nevertheless, a great deal of relevant and useful data were generated. The data were then interpreted with the help of questions and insights formed by immersion in the literature on masculinity and schools, particularly that of corporate boys' schools. It was possible to identify multiple masculinities in the school, and arrange them into a hierarchy based on the degree to which each of them was exalted. These masculinities were fluid and the hierarchy was dynamic. During the time of the study greatest support was for "the man as scholar", "the sportsman" and "the man as leader", three notions of masculinity traditionally associated with these schools. There was also considerable support for the notion of "the sensitive man", a notion that has been promoted in schools like this for many years, but which draws upon traits and qualities less traditionally associated with these schools. One area of fluidity was an official move by the school's leaders towards the notion of "the person", rather than the man. Contestation was evident as changes occurred within this hierarchy, as well as within the notions themselves. These findings are significant for several reasons. Firstly, they challenge the conventional wisdom about corporate boys' schools. Secondly, for those working in this school and schools like it who are searching for ways to bring about different gender and social relations, the findings offer an encouraging, optimistic picture of what this school is trying to do. The findings also identify those within the school who might support or oppose counterhegemonic practice, as well as areas of the school's culture that should be targeted in the future. Thirdly, for those wanting to find out about notions of maculinity in these schools, they show that the method used here can be very productive, despite its limitations. The first chapter of this thesis explains the reasons for this study in more detail, and the second chapter describes and accounts for the nature of the study. The main body of the thesis is in Chapters Three, Four and Five, where findings about the school's setting, curriculum and rituals are described and interpreted. The thesis concludes with a chapter containing reflections on the reasons for this study, as well as possible ways forward for those wishing to investigate questions of masculinity in corporate boys' schools in the future.

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 170-191) and appendices.

Thesis (Ph. D.)--University of Pennsylvania, 1931. / On cover: University of Pennsylvania. Bibliography: p. 193-195.

This study explores constructions and representations of boyhood in selected historical and recent boys’ school stories through the discourses they represent, propagate and, at times, subvert. Foucault’s views on discourse form the basis of the theoretical approach adopted in this study. A literature review on the ideas distinguishing Foucault’s perceptions of discourse from those of other theorists is therefore included. Raymond Williams’s differentiation between dominant, emergent and residual discourses is also demonstrated to be helpful in understanding and describing the relationships between discourses. The principles of critical discourse analysis, in particular, facilitated the discussion of dominant and alternative discourses in the context of the fictional school. A comparison of the dominant discourses implicit in historical and recent publications makes it possible to assess ways in which fictional constructions of boyhood have changed or remained the same over time. The acknowledged benchmark of traditional boys’ school stories, Thomas Hughes’s Tom Brown’s Schooldays (1857), and selected school stories by authors such as Talbot Baines Reed, John Finnemore, Rudyard Kipling, Harold Avery and Frank Richards show that the effect of dominant discourses on the representation of the protagonists in historical texts of this kind generally culminate in a replication of an archetypal ideal British schoolboy. This type of boy is constructed as being characterised by his admirable physical and moral courage, outstanding athletic prowess, honesty and strict, though cheerful, adherence to a rigid code of honour that scorns backing down from a fight, discourages the outward display of emotions and rejects any form of snitching. A range of additional related texts confirms this tradition and archetype, albeit often in a more critical portrayal of the British school system of the late nineteenth and early twentieth century. The contemporary works selected for detailed discussion are texts published after 1990 which arguably fall within the ambit of boys’ school stories. The focus falls on the Harry Potter series (1997-2007) by J.K. Rowling, The War of Jenkins’ Ear (1993) by Michael Morpurgo, and John van de Ruit’s debut novel, Spud: A Wickedly Funny Novel (2005) and its sequel, Spud – The Madness Continues (2007). The findings show that although the recent boys’ school stories by Rowling, Morpurgo and Van de Ruit frequently include motifs and formulaic elements which are typical of traditional boys’ school stories within the texts (notably the motifs of corporal punishment, the fagging system, honesty, courage and the importance of sporting matches), they do not adhere strictly to the underlying discursive framework implicit in their historical counterparts. Thus, the study suggests that the discursive predictability apparent in traditional boys’ school stories is no longer present in contemporary examples of this genre. Instead, the findings of this study indicate that contemporary constructions of boyhood in the context of school are to some extent liberated from the dictates of convention, and that they have become essentially indeterminate and variable. / Thesis (DLitt)--University of Pretoria, 2009. / English / Unrestricted