ABSTRACT
In recent years, masculinity has been of central concern in education as crises over boys in many countries—Canada, Australia, the United States, England, Iceland, New Zealand, Japan, among others—have captured media, practice, and research attention (Weaver-Hightower, 2003b). These crises, though, are actually not new; Forbush (1901/1907) was already on the bestseller lists for The Boy Problem at the beginning of the last century (see also Cohen, 1998). This historical, material, and discursive permanence of masculinity and masculinity politics (Bourdieu, 1998/2001) is a foundational underpinning of the educational project in most (if not all) societies. Masculinity is always a concern in schools, whether explicitly or implicitly.
