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Ask a man* close to you (e.g. friend, relative, significant other, colleague, etc) the following questions: a) What prevent men from engaging in gender equality; b) how we can engage men in Gender Equality? Please include some demographic information about your person (eg. age, rural, urban Ireland, etc) (* = a cisgender male, a trans man).

Post your interview HERE.

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You have been hired to lead a team of experts in gender and masculinity to design the Male Mental Health Programme (MMHP) for the local hospital in a mixed socio-economic area in North Dublin. National and international studies show that young men, particularly heterosexual men, do not use health services unless they are seriously ill. Hence, your task is to design a programme that engages and attracts men into this Programme. Remember that you are NOT a health practitioner or a health educator, but a gender/masculinities expert.

Choose THREE concepts on masculinities studies that we discussed so far that you are going to use to design the approach of your MMHP.

Post HERE.

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Ask a person close to you (e.g. friend, relative, significant other, colleague, etc) the following questions:1) What does friendship mean to  men? to you?2. How did friendship evolved/changed over time in your life? (i.e. who were your friends before and who are now?)OPTIONAL:c) How different is friendship between men and women and among men?This person could be the same person you interviewed before. Please include some demographic information about your interviewee (eg. age, nationality, rural, urban Ireland, etc).
POST HERE.

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Access HERE.

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Your team is hired by the Gender and Equality Division of the Department of Children, Equality, Disability, Integration and Youth to design a social media intervention to fight against the “Manosphere” and “Revenge pornography”. Your role is to design a virtual campaign that incorporates concepts of masculinities studies discussed so far.

Post HERE.

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The literature on M&M describes the importance of male role models in the lives of men. Men value other men teaching them about masculinity and manhood. As a man in your life 18+ (e.g. friend, classmate, significant other, etc) about their role models while they were growing up. Who was this person? What are the attributes they found particularly inspiring about these men in their lives?

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Use this dynamic to discuss and reflect on your ideas for your final assignment. See HERE.

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Find a picture that illustrate your idea about the lad culture. Explain how your picture captures notions about being a lad and “modern masculinities”. Some questions that you might address: who are the men who belong to this culture? What they do for entertainment, how do they conceive love and romance? What are the contradictions in their lives? Their believes, their fears and anxieties? Post HERE.

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Pre Millennial, Millennial and postmillennial masculinities

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Pre Millennial, Millennial and postmillennial masculinities

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You are the editorial team of a popular male magazine. You are preparing an issue on “Millennial and Post Millennial Masculinities”. Design your company strategy to represent these types of new men and new masculinities. You can include issues such as: intimacy; love; work; men’s concerns; sports, etc.

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You are a man* writing a “personal profile” to be published on an online dating service. Write a short profile (less than 100 words) that tells your target potential date about your masculinity, and also the male/female/trans+ attributes you are seeking to date. What kind of man* are you? What kind of man/woman/trans+ are you looking to date?

Post HERE.

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Taking into account some notions we have discusses so far, complete the life or your assigned person. Describe the struggles, privileges, power, and/or oppression that they might experience in their everyday life due to their sexual orientation and gender identities. Some questions to think about: a) How does your person perceive their gender and sexual identities?; b) How is their masculinity valued in their particular context and in broader society?; c) How do they feel as men or masculine people?

POST HERE.

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Ask a person close to you (e.g. friend, relative, significant other, colleague, etc) what does it mean to be a man to them?  OPTIONAL, in addition, you could ask also for a rite of passage that they had to pass in order to become men (e.g. a fight, risk-taking, first job, etc). Please include some demographic information about your person (eg. age, rural, urban ireland, etc).

POST HERE.

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Taking into account the notion of “Types of Masculinities” described by Connell, construct the life of a man who illustrates hegemonic, complicit, subordinated or marginalised masculinities. If your person fist in more than one category, please provide an explanation.

·        Who is this man in terms of factors such as race, social class, sexual orientation, age, etc.?

·        What are the advantages and/or disadvantages that this man experiences in society due to his masculinity (e.g. emotional, personal, etc.) and structural factors (race, class, etc.)?

Post HERE.

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Share with the class your lockdown artifact (object) that encapsulates your lockdown experience. This artifact could be anything that has emotional meaning to you during the pandemic.

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Choose a public transport that you can ride (in both directions) for at least 30 minutes roundtrip. Ride it during daylight hours and take detailed notes about what you see on the bus and out the windows. Report changes as you move from one neighbourhood to another; types of sidewalk activities; use of land in the city (i.e.  businesses, residences, or public areas, etc.); cultural expressions such as graffiti, murals and public art; people who get on and off the bus in terms of gender, age, race/ethnicity, social class, etc.; social interactions inside the bus/Luas/train, etc.

Some guideline questions for your ethnographic observations:

- What areas are you riding through?

- Can you see changes as you move from one neighbourhood to another?

- What kinds of sidewalk activities do you observe (walking, jogging, street performers, vendors, etc.)?

- What forms of land use do you see?

- Do you see mostly businesses, residences, or public areas?

- What do the buildings look like?

- What kinds of signs do you see?

- Do you see graffiti, murals, or public art?

- Who gets on and off the bus? (e.g. gender, age, race/ethnicity, social class, etc.)

- What are the social interactions inside the bus?
Note: Based on an exercise created by Angela Jenks, University of California, Irvine.

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Based upon today's class, discuss in groups how is friendship within your chosen group. Describe issues of power, competition, solidarity, intimacy, etc.
What are the boundaries/barriers to intimacy? Are there any changes in male intimacy in contemporary [Irish] society?

How is the "lad culture" in your society?

Group 1: Friendship among heterosexual men

Group 2: Friendship between heterosexual men and heterosexual women

Group 3: Friendship between heterosexual men and gay men

Group 4: Friendship among heterosexual men and lesbian women

Group 5: Friendship among gay men

Group 6: Friendship between gay men and heterosexual women

Group 7: Friendship among gay men and lesbian women

Group 8: Friendship among trans men and heterosexual men

Group 9: Friendship among trans men and gay men

Group 10: Friendship among trans men and lesbian women

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Fatherhood: Editorial Board of Men's Health

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Fatherhood: Editorial Board of Men's Health

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You are the editorial team of Men’s Health magazine and are organising the Christmas issue on fatherhood. Your team wants to challenge traditional versions of fatherhood. The editor in chief gave you the following direction: "Your issue must engage men rather than 'lecture' them, and most importantly, it must be a 'sellable' issue in tone with the magazine approach: Men's Health is the brand men live by for fitness, nutrition, health, sex, style, grooming, tech, weight loss, and more.” www.menshealth.com. Discuss your 3 topics about fatherhood for this Christmas issue.

Post HERE.

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The purpose of this exercise is to reflect on dimensions of power, privilege, and inequality from an intersectional framework.  Your flower should show how these different dimensions (petals) intersect and shape the life of your chosen person.

a) Choose 3+ dimensions
b) In the inner circle of your flower, construct the life story of a person of your choice who illustrates these intersections
c. Possible dimensions: Age; Ability; Formal Education; Gender; Geographic region; Language; Migrant status; Race/Ethnicity; Religion; Sexual orientation; Social class; HIV status, etc.)