an introduction
Boys-Talk invites young men to explore their beliefs and practices related to gender. The program is a resource for secondary school staff, youth service providers and parent groups to support young men with options as they search for their own understanding of masculinity.
Boys-Talk operates on three connected premises about contemporary Australian society.
- Firstly, women and men are actively involved in the construction of their gendered identities in that there is an inter-relationship between an individual's action and social practices.
- Secondly, men and women are not homogenous groupings. Each sex has an enormous range of difference and diversity.
- Thirdly, gender involves complex systems of relationships that despite gradual change assign greater power and status in maleness and lesser power and status in femaleness.
Boys-Talk encourages young men to resist aspects of gender identity that hurt them and disrespect the rights of others. It encourages young men to examine a social perspective of behaviour and take responsibility for ending their participation in violence to women, children and other men. This includes violence related to prejudice about sexuality, nationality, racial and ethnic heritage, family structure, age, religious affiliation, ability, physical appearance and socio-economic status.
Boys-Talk invites young men to examine their induction into existing and predominant practices of masculinity. The program recognises that many such practices result in violent and abusive behaviour in direct contravention of democratic and social justice principles. It supports young men in examining the relationship between diversity, difference and discrimination in our society. It advances the view that masculinity is a social construction rather than the product of any natural or biological law.
Programs alone have limited effect. The Boys-Talk program is one strategy among many in a whole school/agency system's approach to gender equity. To ensure the greatest chance for sustainable change, this holistic approach needs to involve all young people, their families, school staff, youth service providers and related workers. Gender equity needs to extend to all parts of the curriculum and work practices at all levels.
The content and processes of the program, with modifications, are thus also appropriate for young women. Because gender is a system of social relations, both sexes need to have opportunities for single and mixed sex groupings to support the critical examination of the cultural impact of gender, especially if restrictive values and oppressive practices are to be redefined.
The program has been developed over the past decade in consultation with participants who have provided input and feedback. It has been trialed in a range of secondary schools, youth institutions, sports clubs and youth services. Many school staff, youth service providers and law enforcement workers have helped in its development with feedback from their program participation and training and development activities.
Boys-Talk training and development activities are designed to support youth services and school systems in three primary ways:
- the implementation of personal development programs for young men as part of behaviour management, social justice and gender equity initiatives;
- the implementation of training and development activities in relation to gender equity, schooling and the social construction of masculinity;
- strategic planning processes in relation to gender equity, schooling and the social construction of masculinity.
Boys-Talk is sponsored by Child and Youth Health in South Australia and has been developed in consultation with curriculum officers of the South Australian Department of Education and Children's Services.
Boys-Talk has been developed under the auspices of Men Against Sexual Assault (MASA) in South Australia. MASA is a national community based organisation whose main aim is to support men stopping violence based on sexism and homophobia. It was founded on male positive, pro-feminist and gay affirmative principles.
The program supports the findings of the 1995 national study into Australian community attitudes to violence against women commissioned by the Office of the Status of Women. The study cites school education programs as one of the most recognised ways of encouraging the community to reduce violence against women.
Part one of the manual introduces the area of gender and schooling with an emphasis on the practices of masculinity in our society. It also includes information about program implementation. Part two of the manual presents the program.
The strategies and their frameworks themselves are in an ongoing process of development. Your feedback is welcomed as an important contribution to this development.
