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Enregistrement W2258056434 · doi:10.1080/13691058.2015.1092260

Beyond ‘working with men and boys’: (re)defining, challenging and transforming masculinities in sexuality and health programmes and policy

2015· editorial· en· W2258056434 sur OpenAlex

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Notice bibliographique

RevueCulture Health & Sexuality · 2015
Typeeditorial
Langueen
DomaineHealth Professions
ThématiqueAdolescent Sexual and Reproductive Health
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésHuman sexualityMantraReproductive healthGender studiesPsychological interventionPopulationMasculinitySociologyGerontologyPsychologyMedicineNursingDemography

Résumé

récupéré en direct d'OpenAlex

In the 21 years since the 1994 Cairo International Conference on Population and Development, those working in the fields of health and sexuality have seen changing ‘men and masculinities’ as central to struggles to improve the health of women and men (Cornwall, Edstrom, and Greig 2011; Peacock and Barker 2014). Efforts to respond to men’s violence and HIV, in particular, have focused on understanding the links between masculinities and men’s health-related behaviour, and increasingly on engaging men and boys as a pathway to transforming masculinities (Jewkes, Flood, and Lang 2015; Mane and Aggleton 2001; Peacock and Barker 2014). Perhaps as a consequence of these efforts, the phrase ‘We need to work with men and boys’ has become something of a mantra dominating health and sexuality programmes. In the past few years, there have been a number of reviews of interventions that have sought to work specifically with men and boys to promote health-enhancing behaviours. These reviews have highlighted the important role that interventions engaging men and boys can have in reducing men’s use of violence against women (Dworkin, Treves-Kagan, and Lippman 2013; Jewkes, Flood, and Lang 2015), increasing access to HIV-testing (Hensen et al. 2014), reducing HIV-risk behaviours (Barker, Ricardo, and Nascimento 2007; Dworkin, Treves-Kagan, and Lippman 2013) and, more widely, enabling men to become more engaged in supporting partners and children (Levtov et al. 2015). However, these reviews also highlight that working with men and boys does not always translate to changes in their behaviour, that changing attitudes about gender does not always lead to behaviours that support gender equality and that intervention effectiveness is dependent on the approaches used and the process and context of implementation (Barker, Ricardo, and Nascimento 2007; Dworkin, Treves-Kagan, and Lippman 2013; Jewkes, Flood, and Lang 2015). Given the growth in the number of programmes and interventions working with men and boys globally, research exploring the processes involved, the challenges, problems, limitations and politics of this kind of work is surprisingly limited. The ways in which women are and could be involved in this work, so as to support and not hinder efforts at changing masculinities, has also received limited attention. It was against this backdrop that this special issue of Culture, Health & Sexuality was conceptualised. A call for papers led to 55 abstracts being submitted for consideration; reflecting on these submissions provides us with an insight into some of the wider contemporary dynamics of the field of masculinities and how this special issue could contribute, potentially stimulating new conversations, reflections and debates. First, the geographical spread of research on this topic was highly skewed towards Africa and in particular, South Africa. In total, 21 abstracts were received based on research conducted in South Africa, and a further 19 were about Africa more widely. Beyond that, 5 abstracts were submitted drawing on work undertaken in Australia, 5 more from Asia, 2 from Europe, and 1 each from Canada, Mexico and the Caribbean. What does this suggest to us? First, it would be correct to acknowledge that this partly reflects existing networks and communities of research, which are reflected in our specific geographic locations as editors in South Africa and Australia, and that English is the primary language of the journal. Second, those writing on a country are not necessarily based there (although this was only the case in the minority of submissions). However the geographical focus of submissions does reflect something wider about the global production of knowledge on masculinities at this moment in the field of health and sexuality. It highlights that much of the recent research on masculinities has emerged in the context of the immediate needs and challenges faced in the global South, particularly those associated with violence and HIV (Shefer et al. this issue). In the early years of the HIV epidemic, the global response focused on communities’ urgent, practical needs and on advocacy and activism for structural and political change (Mbali 2013). Practitioners responding to the epidemic were often informed by debates in relation to Women in Development and then Gender and Development, but less space was allocated to reflection on how gender transformation efforts could contribute to this work (Jewkes et al. this issue). However, over the last 20 years, the often hard lessons of the epidemic have seen HIV researchers and practitioners in southern Africa shift their gaze towards gendered power, masculinities and men’s violence against women. Across the Atlantic, frustration at prevailing discourses about gender equality and the limited attention paid to the struggles of young Brazilian men gave rise to the highly influential work of Program H and subsequently the work of Promundo. In a very important sense, therefore, the global South has been central to the production of knowledge in the field of masculinities, even if the process has often been mediated by the agenda of academic and development partners in the global North (Epstein and Morrell 2012). Collectively, the papers of this special issue significantly upscale existing dialogue around the processes of engaging men and boys in gender transformative work. In the rest of this overview, we highlight a number of key themes we see emerging through the papers.

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Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,011
score de la tête « metaresearch » (Gemma)0,001
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesMéta-épidémiologie (sens strict), Études des sciences et des technologies, Intégrité de la recherche
Catégories consensuellesIntégrité de la recherche
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: aucune
GenreSignal candidat: Éditorial · Signal consensuel: aucune
Score de désaccord entre enseignants0,457
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0110,001
Méta-épidémiologie (sens strict)0,0010,001
Méta-épidémiologie (sens large)0,0030,000
Bibliométrie0,0000,001
Études des sciences et des technologies0,0030,001
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0020,005
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,131
Tête enseignante GPT0,461
Écart entre enseignants0,330 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle