Fielding Fractured Masculinities in Qualitative Research

• In Event: Storytelling and Possibilities, Fractures and Legibility

Abstract

This paper considers the ways in which Erin Manning’s process philosophy may enrich qualitative research in masculinities. In doing so, it hopes to challenge static representational methodologies that currently predominate in research regarding masculinities in education and privilege nonrepresentational experiences instead. Though many scholars theorize masculinities as ongoing and becoming (see, for example, Butler, Reeser, & McCready, to name a few), the field of masculinities in general continues to rely on relatively static representational methods that draw from Connell’s highly influential “hegemonic masculinity” (1995). Ultimately, this paper leans on Manning to contribute to the theoretical discourse in educational research by offering a new direction in theorizing masculinities that we call “fractured masculinities.”

Authors

• Joseph D Sweet, University of North Carolina - Pembroke

• Adam T Clark, Arizona State University