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'I've been sort of laddish with them … one of the gang' : teachers' perceptions of 'laddish' boys and how to deal with them.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>09/2010
<mark>Journal</mark>Gender and Education
Issue number5
Number of pages15
Pages (from-to)505-519
Publication StatusPublished
<mark>Original language</mark>English


Concerns about schoolboy 'laddish' anti-learning and/or anti-school cultures are pervasive in current education discourses. Mandates to tackle laddishness frequently assume that there is a common understanding of what laddishness means, and also that teachers will know how to tackle it. This article explores these assumptions, drawing upon data generated during interviews with 30 secondary school teachers working in England. First, it maps out the key features of laddishness identified by the secondary school teachers. Second, it explores and critically evaluates the strategies that these teachers use, or advocate, for tackling laddishness, focusing particularly on the ways in which these are gendered. The paper closes with a discussion of the different agendas that may underpin attempts to tackle laddishness, and the pitfalls to avoid if teachers are to enhance learning and promote social justice.