ABSTRACT

Improving the academic and social outcomes of boys – specifically boys from low-SES backgrounds – remains of international importance. With this in mind, research continues to document the ways in which relational learning is integral for the well-being of students, specifically those students in disadvantaged school contexts. This paper focuses on relational learning as an important resource that marginalised young men draw upon, informing their future orientation towards higher education beyond their compulsory schooling. Within studies of men and masculinities, the affective turn has recently played a significant role in how we understand men as relational. Focusing upon a cohort of boys from some of the poorest urban regions in Australia, the paper addresses how their affective relationships with teachers contribute not only to their conception of themselves as learners but also their general well-being, confidence and aspirations. Through highlighting two trends in the data – Teacher as Persistent Nurturer and Teacher as Supporter – the research presented extends two lines of inquiry. First, understanding student–teacher relationships in disadvantaged educational contexts and, second, the importance of positive student–teacher relationships for working-class boys who have historically disengaged from their education.

摘要

提高男孩的学业和社会成果——特别是来自低社会经济地位背景的男孩——仍然具有国际重要性。考虑到这一点，研究继续记录关系学习对于学生的福祉不可或缺的方式，特别是那些处于弱势学校环境中的学生。本文重点关注关系学习，将其作为边缘化年轻男性利用的重要资源，告知他们未来在义务教育之外接受高等教育的方向。在对男性和男子气概的研究中，情感转向最近在我们如何将男性理解为关系型方面发挥了重要作用。专注于来自澳大利亚一些最贫困城市地区的一群男孩，该文件阐述了他们与教师的情感关系如何不仅有助于他们将自己视为学习者，而且有助于他们的总体幸福感、信心和抱负。通过突出数据中的两个趋势——教师作为持久的养育者和教师作为支持者——所提出的研究延伸了两条探究线。首先，了解弱势教育背景下的师生关系，其次，积极的师生关系对于历史上脱离教育的工薪阶层男孩的重要性。