New Alternative Masculinities to Overcome Gender Violence in Schools

• In Event: Radical Love: Preventing Violence in Our Schools

Abstract

1. Objectives
This paper has two main objectives:
1) To show the conceptualization on three masculinity models that emerges from Gomez’s Theory of Radical Love.
2) To further analyze the educational implications that the New Alternative Masculinities (hereinafter, NAM) approach has in the prevention of gender violence.

2. Theoretical Framework
Men’s studies have deeply explored the masculinity model that has become hegemonic and its social consequences. According to Connell, the construction of gender identities can be explained considering the persistence of a hegemonic masculinity (Connell, & Messerschmidt, 2005) based on dominance and, most of the times, violence and aggressiveness. Connell’s and hers colleagues’ studies help to understand relevant social problems connected to masculinity, such as bullying and gender violence (Kersten, 1996). However, in these analyses there is no evidence about which practices can overcome these kinds of problems. On the other hand, recently men’s studies are examining the development of egalitarian and new masculinities that try to problematize this hegemonic male’s role (Kaufman, 2001; Seidler, 1994). Nevertheless, the scientific literature stresses that despite these efforts done by feminist and egalitarian men to promote equality, the sexual desire towards violent men persists (Hlavka, 2014). In this regard, several scholars claim about the necessity to face this situation, since young generations are socialized in male attraction models linked with aggressiveness (Puigvert, 2014).
Considering Jesus Gomez’s (2015) work on ‘Radical Love’, the approach of New Alternative Masculinities (NAM) emerges as a theory addressed to overcome the aforementioned situation. Gomez successfully described the typology of affective and sexual relationship that adolescents are constructing in current reflexive societies. Within this analysis he presented an alternative model, which includes the idea of men who want an egalitarian relationship based on respect, equality, passion and desire (Gomez, 2015).

3. Methods and data
A meta-analysis of prior qualitative research has been carried out. Drawing on a communicative methodological approach (Gomez, Flecha & Puigvert, 2011), both the data and its analysis has been discussed and validated using communicative methods (advisory group assessment), including the voices of relevant individuals involved in the topic of study.

4. Results
Findings contribute to distinguish among three masculinity models. The first one, called Dominant Traditional Masculinities (DTM), corresponds to the men who are responsible of gender violence because of their violent and dominant attitude. The second one, called Oppressed Traditional Masculinities (OTM), is the one that includes men who are not causing gender violence, but develop attitudes which not constitute an alternative to the attraction towards DTM. The third model, New Alternative Masculinities, overcomes this double standard because they combine values like equality and solidarity with self-confidence and attractiveness. Primary and Secondary schools which have taken this approach into account are preventing violence and improving their coexistence (Padros, 2014).

5. Scientific significance
NAM’s approach has a relevant significance on men’s studies and education. The research conducted on schools that are implementing this approach, illustrates its effectiveness in transforming children and young people’s socialization processes concerning their affective and sexual relationships.

Authors

• Joan Cabre Olive, Rovira i Virgili University.CIF: Q-9350003-A

• Oriol Rios, Universitat Rovira i Virgili

• Javier Diez-Palomar, Universitat de Barcelona