Globalization, masculinity, and gender norms in education: Challenges of inclusive leadership and identity formation

Shiyu Lin

doi:10.21744/lingcure.v9n1.2345

Authors

Shiyu Lin
shiyu.lin@student.uq.edu.au
School of Education, University of Queensland, Queensland, Australia, 4072

Keywords:

Globalization, Masculinity, Gender Norms, Chinese Context

Abstract

Global education gender studies have formed a systematic framework, focusing on the reconstruction of hegemonic masculinity (hegemonic masculinity) and the criticism of heteronormativity by globalization. International scholars generally point out that although new-style cross-border business masculinity (such as individualism and rationalization) breaks through traditional gender boundaries, it still intensifies class and cultural power inequality (Elias & Beasley, 2009). However, most of the existing studies are based on the Western context and pay insufficient attention to the localization practices in non-Western societies. In China, although the Education Law clearly stipulates the principle of anti-discrimination, school practices are still deeply trapped in the traditional gender binary framework - heterosexual norms in the classroom are institutionally strengthened, and LGBTQ+ issues are limited to disease risk narratives in health education (Ferfolja & Ullman, 2017). There is a systemic exclusion of gender-diverse groups in the campus environment (Ullman, 2017). International gender inclusion theories (such as cross-disciplinary leadership) are not adapted to the educational ecosystem in China. Schools often simplify anti-discrimination policies to superficial measures such as "adding LGBTQ+ books" (Ferfolja & Ullman, 2020).

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