ABSTRACT
Introduction Everywhere we look we find the apparition of the lost boys. My starting point is that as feminist educators, walking towards the twenty-first century, we need to discuss how we might read this formulation; as ever, to find our own ground upon which to enquire into the phenomenon of the underachieving and alienated male and resist the inscriptions that draw us towards some unproblematised acceptance of the ‘truth’. At the same time, we need to explore forms of practice that engage with masculinities in education from a feminist perspective.
