Male Writing on the Body-Territory of Two Rural Multigrade Schools

Abstract

This paper explores the construction of masculinities in two rural multigrade schools located in Boyacá, Colombia, and San Luis Potosí, Mexico. Using an ethnographic approach, the daily dynamics and relationships between children and educational communities were investigated, focusing on how male children hegemonically dominate the playground. This dominance is based on a hierarchy where physical prowess confers greater male status. Rural schools are seen as bodies of domination where hegemonic masculinities are manifested, although affective practices that challenge this hegemony are also observed. Theoretically, the analysis is supported by concepts of hegemonic masculinity and gender regime of Connell (1995, 2001, 2016) and the masculinity mandate of Segato (2003). The methodology included observation of educational contexts, field diary records and interviews with teachers, students and family members. In San Luis Potosí, boys are organized in a "gang" that defends an exclusive space and excludes girls, reinforcing male dominance. In Boyacá, male "teams" occupy the playing field, excluding both girls and other males who do not meet the standards of hegemonic masculinity. Affective relationships also play an important role, as boys express affection and love in more private spaces such as bathrooms, challenging adult-centered authority