Education, masculinities, and violence at the university

Abstract

As part of a project on violence at UNAM, this article takes up some of the findings of feminist research—the notion of continuity, the validity of sexist structures and harassment practices—to address the point of view of critical masculinities. Based on this, a review is undertaken of key aspects of three theoretical trends: hegemonic masculinity, the theories of manhood acts and male peer support. These are used to outline a proposal for a triple model—in terms of ideals, strategies, and alliances—of education in masculinities and against violence. The critical work leads to a review of “multiple masculinities” in response to recent proposals that question the toxicity/positivity dichotomy, with hybridity emerging as a viable option. I conclude with an outline of the triple model based on two strategies: naming and self-reflection.