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The last decade has seen the growth of knowledge societies within neoliberal economies. As a result, learners are increasingly individualized and expected to be responsible for their learning. The main part of the article uses findings from a study of young masculinities to argue that boys are not free to choose to work toward qualifications but are concerned to manage their everyday school interactions in the context of their complicated, multiple positioning.
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Ann Phoenix (2004) studied this question.
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