North-South reflections on boyhood, masculinity and schooling: two primary schools in London and Durban

Purpose This paper compares the constructions of boyhood masculinity of two schoolboys located in Durban, South Africa (SA) and London, United Kingdom, respectively. The intention was to determine similarities and differences and to identify key factors that impact masculine identity. Design/methodology/approach This paper compares constructions of masculinity by exploring the experiences and practices of two 11-year-old boys attending their respective schools in the UK and SA. Understandings of masculinity are enhanced by utilising Northern and Southern theories in context-specific ways and by analysing how identities are shaped by, and at, three different levels: the national, institutional and biographical. Findings Masculinities among young boys at school show many similarities across national contexts, largely because schooling tends to share common structures and practices worldwide. These include participation in sport and engagement with new technology. Yet, there are key differences, which comparisons make evident. The paper highlights the importance of place and of using gendered theories in context. National political systems and individual schools influence the exercise of personal agency in particular socio-economic and geographical areas. These elements operate at different levels, are interrelated and intertwined and provide boys with a series of different options for constructing different versions of masculinity. Research limitations/implications The research focuses on similar areas of the boys' experiences but does not look at identical areas of their lives. The research was not based on a coordinated project; yet, using a comparative approach widens understandings of masculinity in the lives of young schoolboys. Practical implications Schools have the power to shape and influence gender relations. They can help to combat gender inequitable practices and create a kinder and more equal community. Teachers and children need to be involved as active co-producers and participants in education around gender equity and social justice. Social implications This paper promotes awareness of the importance of school settings in impacting gender relations and constructions of gender identity. Originality/value Although the importance of the research context and place in the construction of masculinities is well known, the study highlights the importance of appreciating how the two boys' masculine identities are constructed at three interconnected levels. It also demonstrates how researchers can use Northern and Southern theories to understand the similar and different opportunities each boy has to perform their masculine identities in each particular setting. It also shows the importance of creating networks between researchers in the global North and South, which was central to the comparative project that has its expression in this paper.