This article considers the following questions: How does good teaching build a knowledge of gender identity into its practice? How do we begin the slow process of creating a different ethos regarding masculinity? What are the mechanisms through which a new pedagogy of masculinity can operate? As two scholars teaching masculinity in separate public university spaces—one in a gender studies department at a research I school and the other in elementary education at a regional school—the authors address the ways in which masculinity is understood in their respective pedagogical situations. In so doing, the authors contend that the active construction of gender, masculinity in particular, can be integrated in and through a pedagogy emphasizing plurality and inclusivity that integrates principles of feminist pedagogy and gender justice.
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