ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book provides a brief account of the context in which the work of teaching boys occurs. It explores some dimensions in more depth in relation to how they support pedagogies of gender justice. The book then presents the stories of four teachers who have given thought to the education of boys. It also explores how Jennifer's respectful approach and intellectually challenging classroom environment position her students with agency and legitimacy and provides a highly generative context for pursuing gender justice. The book highlights how a commitment to the principles of social justice frames a teaching approach that seeks to challenge students' narrow views, particularly in relation to issues of class and culture. It then identifies how accounting for specific social and cultural issues and factors of inequity relevant to a particular context is imperative in terms of working for gender justice.
