Cloistered Boyhood. Becoming a Man at Boarding Schools in Germany and England, 1870 to 1930

一个男人有什么资格成为一个男人取决于很多因素：他与其他男人和女人的关系，他自己的年龄和性取向，还有他的社会阶层，宗教和民族归属。因此，作为一个人可以找到不同的概念和社会实践的表现，并在历史上一直是一个有争议的问题。自从西欧社会在世纪末重新发现青年是童年和成年之间的一个独立的生活阶段以来，青年为这些冲突提供了一个新的战场。然而，男孩和男人有什么不同？男孩又是如何变成男人的？像这样的问题现在已经引起了人们的关注，并在关于青少年男子气概的辩论中引起了激烈的争论。答案因演讲者的社会、宗教和民族背景而异。差异尤其出现在寄宿学校，那里的男孩和男性教育的想象和实践没有家庭的参与，在一个封闭的environment.The研究项目将系统地历史化的语义和实践的青少年男子气概在学校寄宿在德国和英国之间的1870年和1930年。通过仔细研究选择的例子，如传统的英国寄宿学校哈罗或德国改革寄宿学校施洛斯比伯施泰因，研究将问：1。寄宿学校的教师宣传了哪些青少年男子气概的概念？他们如何将这些想法与其他性别概念区分开来？不同说话者的社会倾向又有什么影响？2.在不同的寄宿学校中，男子气概实际上是以什么形式体现的？作为精英、改革派或宗教机构的寄宿学校的社会功能与成人的实践有什么联系？语义和实践是如何相互联系的？3.德国和英国的青少年男性气质的概念和社会实践之间存在哪些差异，以及哪些跨国相互依存关系？女性解放或第一次世界大战等历史事件有什么影响？通过回答这些问题，该研究项目将有助于对当代青年和男子气概的历史进行根本性的辩论。它将探讨青少年男子气概的（新）概念是如何在19世纪后期出现的，并解释他们在接下来的几十年中的转变如何与社会阶级和宗教等因素以及更广泛的历史背景相联系。此外，这项研究将为长期被忽视的社会实践在塑造男人方面所起作用的问题提供历史答案。尽管存在明显差异，但预计青少年男子气概的概念和做法将相互影响。最后，通过比较德国和英国，该研究项目将分析西欧男性气质之间的结构相似性和差异，从而检验高现代性的概念及其相关主张。

What qualifies a man as a man depends on many things: his relations to other men and women, his own age and sexuality, but also his social class, religion, and national affiliation. Thus, being a man can find expression in different concepts and social practices, and has been a controversial issue throughout history. Youth has offered a new battlefield for those conflicts ever since societies in Western Europe re-discovered it as an independent phase of life between childhood and adulthood in the late 19th century. In which way, however, did a boy differ from a man, and how did boys in fact become men? Questions like these were now in view and heavily contested in debates on adolescent masculinities. Answers varied depending on the social, religious, and national background of the speaker. Differences appeared especially in boarding schools where boyhood and male education were imagined and practiced without familial involvement and in a cloistered environment.The research project will systematically historicize the semantics and practices of adolescent masculinities applied in school boarding in Germany and England between 1870 and 1930. By examining carefully selected examples like the traditional English boarding school Harrow or the German reform boarding school Schloss Bieberstein, the study will ask:1. Which concepts of adolescent masculinity did pedagogues and teachers of boarding schools advertise? How did they differentiate these ideas from other gender concepts? And what were the impacts of the social dispositions of different speakers?2. In which form was masculinity actually practiced in different boarding schools? How were the practices of becoming a man connected to the social function of boarding schools as elite, reformist, or religious institutions? And how did semantics and practices interconnect?3. Which differences existed between concepts and social practices of adolescent masculinity in Germany and England, and which transnational interdependencies? What influence did historical events like female emancipation, or the First World War, have?By answering these questions, the research project will contribute to fundamental debates regarding the contemporary histories of youth and masculinity. It will explore how (new) concepts of adolescent masculinity emerged during the late 19th century, and explain how their transformation during the following decades connected to factors like social class and religion, and to the broader historical context. In addition, the study will provide historical answers to the long neglected question of the part social practices played in shaping men. It is expected that despite evident differences, concepts and practices of adolescent masculinity will interact. Finally, by comparing Germany and England, the research project will analyse structural similarities and differences between masculinities in Western Europe, thereby testing the concept of High Modernity and its associated claims.