Border thinking in High School students’ conceptions of masculinities: an action-research study

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ABSTRACT In this article, we address conceptions of masculinities that contribute to decolonizing thought, which has been shaped by sociohistorical and cultural impositions of modernity/coloniality. Through an action-research study, we aimed to identify border thinking in high school students’ conceptions of masculinity, as developed through interactions mediated by a pedagogical practice grounded in interculturality. Our primary material for analysis consisted of participants’ discourses on discrimination and prejudice fueled by hegemonic masculinity, particularly those faced by Black men. This allowed us to establish a core understanding informed by the intersection of gender, sexuality, race/ethnicity, and social class. The analysis indicates that the participants’ border thinking emerges through empathy and solidarity, enabling them to use their voices to denounce racism and challenge whiteness and cisheteronormativity. Furthermore, we reaffirm the need for schools to embrace alternative ways of knowledge construction, particularly those rooted in dialogue, critical awareness, and reflexivity.

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