Introduction: Beyond Structural Reforms

Abstract

Since the early 1990s through to this moment, in the nations of the global north issues on boys’ education have been placed firmly on the policy agenda, as well as exercising the minds of many practitioners and parents. Such concerns have not been restricted to these nations (see, for example, Jha and Kelleher, 2006), despite the clear issues for girls in all countries, but especially so in many countries of the global south. There are many similarities that cut across the various boys’ agendas in the global north and south. However, this book is concerned with the ways in which the boys’ debate has led to various structural reforms in English-speaking countries. The reforms in these countries are not identical, though, there are specificities connected to the histories and cultures of national and local systems and schools, policies and prac­tices. For example, Australia, where since the 1970s there has been significant state engagement with gender equity, has seen a policy refo­cus on boys to the neglect of girls. Furthermore, in contrast to the largely symbolic, albeit important, girls’ policies of the late 1980s and early 1990s, the various national boys’ policies have been supported with sub­stantial federal government funding.