This document outlines a presentation on toxic masculinity and its consequences. It is divided into two parts. Part One discusses the problem of toxic masculinity, including defining it and explaining its risks for both males and females. Toxic masculinity is rooted in insecurity and fear and can manifest in behaviors like bullying, racism, and violence. It is appealing to insecure males as it provides a sense of power and bonding. Part Two discusses the antidote of total inclusivity and self-love. Total inclusivity means valuing all identities while self-love involves recognizing and nurturing oneself. Totally inclusive self-love is positioned as the most powerful way to overcome toxic masculinity and femininity by

1. TOXIC MASCULINITY
AND ITS CONSEQUENCES
DR STEPHEN WHITEHEAD
MS VAN THANH BINH
WWW.INTELLIGENCEPARTNERSHIP.COM
WWW.STEPHEN-WHITEHEAD.COM

2. TOPICS (75 MINS + Q&A)
PART ONE – THE PROBLEM
• UNDERSTANDING MASCULINITY
• DEFINING TOXIC MASCULINITY
• EXPLAINING MALE IDENTITY WORK
• THE TOXIC MASCULINITY CAVE
• THE RISK AREAS FOR MALES
• THE RISK AREAS FOR FEMALES
PART TWO – THE ANTIDOTE
• TOTAL INCLUSIVITY
• SELF-LOVE
• SELF-LOVE V TOXIC MASCULINITY
• 6 STAGES OF SELF-LOVE
• PRINCIPLES AND TECHNIQUES
• SUMMARY

3. QUESTIONS:
1. DOES YOUR SCHOOL HAVE AN LGBTQ+ STUDENT GROUP?
A-YES, B- NO, C-NOT SURE
2. IF YES, HAS IT BEEN OPERATING FOR MORE THAN 12 MONTHS?
A-YES, B-NO, C-NOT SURE

4. CHANGING TIMES – THE GENDER
REVOLUTION

5. QUESTION: WHAT IS CHANGING?
ANSWER: FEMININE IDENTITY

6. ONE CONSEQUENCE OF THE GENDER
REVOLUTION…

7. MEN AND MASCULINITY NOW UNDER
SCRUTINY

8. WHAT IS
MASCULINITY?
“MASCULINITIES ARE THOSE BEHAVIOURS, LANGUAGES AND PRACTICES,
EXISTING IN SPECIFIC CULTURAL AND ORGANIZATIONAL LOCATIONS, WHICH
ARE COMMONLY ASSOCIATED WITH MALES AND CULTURALLY DEFINED AS NOT
FEMININE.”
S. WHITEHEAD AND F. BARRATT (2002) ‘THE MASCULINITIES READER’ POLITY.

9. KEY ELEMENTS IN MALE IDENTITY WORK…
• FEAR
• EXISTENTIAL ANXIETY
• POWER
• BELONGING
• VALIDATION
• PRESENTATION

10. UNDERSTANDING MASCULINITIES AND
IDENTITY
1. THERE IS NO SINGLE MASCULINITY – IT IS MULTIPLE
2. IDENTITIES ARE CONSTANTLY EVOLVING
3. SOCIAL ENVIRONMENT PLAYS THE BIGGEST ROLE IN CREATING IDENTITY
4. THERE IS NO BIOLOGICAL BASIS TO MASCULINITY, IT’S A SOCIAL
PERFORMANCE
5. THERE IS A LIMITED BIOLOGICAL BASIS TO IDENTITY (E.G. SEXUALITY)
6. ALL IDENTITY IS FRAGILE AND INSECURE, CONTINGENT AND UNSTABLE
7. BEING, BECOMING AND BELONGING ARE KEY IDENTITY ANCHORS – BONDING
AND ASSOCIATION/DISASSOCIATION
SOCIETY IS CHANGING FASTER THAN (MOST) MEN

11. A MENTAL HEALTH ISSUE FOR
MALES:
“TRADITIONAL MASCULINE IDEOLOGY HAS BEEN SHOWN TO LIMIT MALE’S
PSYCHOLOGICAL DEVELOPMENT, CONSTRAIN THEIR BEHAVIOR, RESULT IN
GENDER ROLE STRAIN AND GENDER ROLE CONFLICT AND NEGATIVELY
INFLUENCE MENTAL HEALTH AND PHYSICAL HEALTH…MASCULINE IDEOLOGY IS
A PARTICULAR CONSTELLATION OF STANDARDS THAT HOLD SWAY OVER LARGE
SEGMENTS OF THE POPULATION, INCLUDING ANTI-FEMININITY, ACHIEVEMENT,
ESCHEWAL OF APPEARANCE OF WEAKNESS, AND ADVENTURE, RISK AND
VIOLENCE. [THESE BEHAVIOURS LINK TO] HOMOPHOBIA, BULLYING AND SEXUAL
HARASSMENT.”
THE AMERICAN PSYCHOLOGICAL ASSOCIATION REPORT ON MEN (2018)

12. WHAT IS TOXIC
MASCULINITY?
“TOXIC MASCULINITY IS A WAY OF BEING A MAN WHICH DRAWS ON GENDER
TRADITIONAL, PATRIARCHAL VALUES AND ASSUMES THE RIGHT OF MEN/MALES TO
DOMINATE AND CONTROL WOMEN AND LGBTQ+ PEOPLE. TOXIC MASCULINITY IS
AGGRESSIVE, VIOLENT, EMOTIONALLY DYSFUNCTIONAL AND FUNDAMENTALLY
DAMAGING TO SOCIETY AND INDIVIDUALS, INCLUDING THOSE WHO PERFORM IT.
TOXIC MASCULINITY FEEDS MISOGYNY, RACISM, SEXISM, ABUSE, HOMOPHOBIA AND
INSTITUTIONALIZED VIOLENCE.”
S.WHITEHEAD, A. TALAHITE, AND R. MOODLEY (2014) ‘GENDER AND IDENTITY’, OXFORD
UNIVERSITY PRESS

13. HOW TOXIC MASCULINITY DOMINATES…
“TOXIC MASCULINITY BREEDS IN A HYPER-MASCULINE CULTURE THAT VALUES
TRAITS SUCH AS DOMINANCE, AGGRESSION, CONTROL, OVER EMPATHY, CARE
AND COMPASSION. THE RESULT IS A CULTURE OF TOXIC MASCULINITY THAT
PERMEATES SOCIETY. WHETHER IT’S BULLYING OTHERS, DEMEANING OR
DEGRADING WOMEN, OR PLACING A VALUE ON MONEY AND POWER ABOVE ALL
ELSE, THESE IDEAS ARE DANGEROUS AND NEED TO BE ADDRESSED AT THE
DINNER TABLE, IN OUR LOCAL COMMUNITIES, AND ON THE NATIONAL STAGE.”
S.WHITEHEAD (2021) TOXIC MASCULINITY. AG BOOKS

14. SOCIAL MANIFESTATIONS OF TOXIC
MASCULINITY:
BULLYING
RACISM
PHYSICAL/VERBAL VIOLENCE
CONTROLLING BEHAVIOUR
REPEATED THREATENING BEHAVIOUR
MISOGYNY
FASCISM
SEXISM
SEXUAL OBJECTIFICATION
HARASSMENT AND STALKING
HOMOPHOBIA AND TRANSPHOBIA
MALE-ONLY BROTHERHOODS
MACHISMO
RAPE AND SEXUAL ASSAULT

15. WHAT IS THE ATTRACTION IN TOXIC
MASCULINITY?
TOXIC MASCULINITY PROVIDES MALES, ESPECIALLY THOSE WHO ARE VULNERABLE
AND INSECURE (FEELING UNLOVED?), WITH A SENSE OF POWER, POTENCY AND
VALUE IN SOCIETY. IT VALIDATES THEM AS MEN AND OFFERS BONDING
OPPORTUNITIES WITH SIMILARLY DISENFRANCHISED MALES.
TOXIC MASCULINITY IS EASY TO ‘SELL’ TO YOUNG MALES SEEKING TO ASSERT THEIR
MANLINESS, SEARCHING FOR A ROLE/PLACE IN SOCIETY, AND WHO ARE FEELING
FEARFUL, ANXIOUS, ANGRY, FRUSTRATED, ISOLATED AND CONFUSED.
TOXIC MASCULINITY THRIVES IN THE GENDER BINARY – MALE V FEMALE - WHERE
WOMEN ARE CONSIDERED LESSER BEINGS THAN MEN.
TM CANNOT SURVIVE IN AN INCLUSIVE, DIVERSE, EQUITABLE ENVIRONMENT.

16. WHERE TO FIND TOXIC
MASCULINITY?
TOXIC MASCULINITY IS TYPICALLY INSTITUTIONALIZED IN THE UNIFORMED
SERVICES (POLICE, ARMED FORCES, FIRE SERVICE) BUT CAN READILY BE FOUND
IN ANY ORGANISATION, CULTURE, SOCIAL, FAMILIAL SETTING DOMINATED BY
MEN AND WITHIN WHICH EXISTS A CULTURE OF MASCULINISM (BELIEF/NOTIONS
OF MALE BIOLOGICAL SUPREMACY).
GLOBALLY, TOXIC (TRADITIONAL) MASCULINITY IS STILL THE MOST COMMON
MASCULINITY, THOUGH IT IS NOW BEING OPENLY CHALLENGED AND ON THE
DEFENSIVE.
EDUCATORS PLAY A VITAL ROLE IN MAKING THAT CHALLENGE WORK AND
EFFECTING POSITIVE CHANGE IN MALES.

17. GLOBAL IMAGES OF TOXIC MASCULINITY:

18. THE TOXIC MASCULINE
CAVE
THE THREE LEVELS OF THE TM CAVE:
1. AGGRESSIVENESS (VIOLENT, MISOGYNISTIC, HOMOPHOBIC, ANGRY TOWARDS
AUTHORITY AND ESPECIALLY FEMINISTS, VICTIMHOOD; E.G. INCEL, MALE
FUNDAMENTALIST.)
2. ANXIETY (UNCOMFORTABLE EXPRESSING EMOTIONS, DEFENSIVE, DISTANCING,
WITHDRAWN, ISOLATED; FEEL THREATENED BY FEMALE POWER, UNREFLECTIVE,
IDENTITY CRISIS, DEPRESSED, AWKWARD, RESISTING.)
3. AWARENESS (PAINFUL REALIZATION MIXED WITH CONFUSION AND UNCERTAINTY,
READY TO CHANGE BUT FEARFUL OF DOING SO, STARTING TO ASK QUESTIONS OF
THEMSELVES, DEALING WITH EMOTIONAL INSECURITY.)

19. QUESTIONS:
1. ARE ANY OF YOUR MALE STUDENTS IDENTIFYING AS INCEL?
A-YES, B-NO, C-NOT SURE
2. IF YES, ARE THERE MORE THAN 5 SELF-CONFESSED INCELS IN YOUR
SCHOOL?
A-YES, B-NO, C-NOT SURE

20. THE TOXIC MASCULINE VIRUS (DISCOURSE)
• ROOTED IN FEAR AND INSECURITY
• DRIVEN BY INADEQUACY AND CONFUSION
• MAGNIFIED BY FEMALE REJECTION AND FAMILIAL/SOCIAL ISSUES
• IS AN ‘IDENTITY STATEMENT’ MADE BY MANY YOUNG MALES
RISKS THE MALE BECOMING SOCIALLY ISOLATED, ANGRY, HATEFUL,
DEPRESSED, VIOLENT, RECLUSIVE, UNEMPLOYABLE

21. THE EXTERNAL RISK AREA FOR GIRLS AND
WOMEN
PHYSICAL THREAT
• SEXUAL COERCION (E.G. SEXTING)
• ASSIMILATING PORN CULTURE INTO SEXUAL IDENTITY
• VIOLENCE, RAPE AND ABUSE
• SUBMITTING TO CONTROLLING BEHAVIOR
• HARASSMENT AND STALKING
• PHYSICAL BULLYING AND AGGRESSION
• SOCIAL MEDIA BULLYING AND AGGRESSION

22. QUESTIONS:
1. ARE YOU AWARE OF ANY FEMALE STUDENTS BEING COERCED INTO SEXUAL
ACTIVITY WITH MALE STUDENTS? (E.G. SEXTING PRESSURE)
A-YES, B-NO, C-NOT SURE
2. IF YES, IS THE NUMBER MORE THAN 10?
A-YES, B-NO, C-NOT SURE

23. THE INTERNAL RISK AREA FOR GIRLS AND WOMEN
“TOXIC FEMININITY IS THE INTERNALIZATION AND EXPRESSION OF NEGATIVE,
PAINFUL FEELINGS AND EMOTIONS PRODUCED BY SHAME, GUILT, REJECTION,
FRUSTRATION, NEGLECT, CONFUSION, DISENCHANTMENT, ABUSE, VIOLENCE, AND
HOPELESSNESS. TOXIC FEMININITY IS A MINDSET OF HELPLESSNESS, A BELIEF THAT
ONE IS NO LONGER WORTHY OF LOVE.”
TOXIC FEMININITY IS A CONSEQUENCE OF TOXIC MASCULINITY AND RESULTS IN A
FEMALE ASSIMILATING A REDUCED SENSE OF SELF-WORTH AND VALUE – THIS
LEAVES HER VULNERABLE TO MALE ABUSE, CONTROL AND EMOTIONAL PAIN.
VAN THANH BINH AND STEPHEN WHITEHEAD (2023-FORTHCOMING)
TOXIC FEMININITY: OVERCOMING SUFFERING THROUGH SELF-LOVE.

24. QUESTION:
1. DO YOU HAVE ANY FEMALE STUDENTS EXHIBITING TOXIC FEMININE
BEHAVIOUR?
A-YES
B-NO
C-NOT SURE

25. MOST YOUNG MEN ARE WHOLLY UNPREPARED FOR
THIS REVOLUTION WHICH HAS NOW ARRIVED IN
THEIR LIVES
WE CAN EXPECT HALF OF THEM TO REACT BY REJECTING GENDER EQUALITY AND
EMBRACING TRADITIONAL/TOXIC MASCULINE VALUES – AT LEAST TEMPORARILY.
BUT THAT LEAVES HALF WITH PROGRESSIVE MASCULINE ATTITUDES

26. THEIR FUTURE?
• YOUNG MALES WHO RETREAT DEEP INTO THE TOXIC MASCULINITY CAVE WILL
ONLY HAVE OTHER LIKE-MINDED MALES TO CONNECT WITH.
• THEY WILL HAVE LIMITED CAREER PROSPECTS.
• THEY WILL LIVE ALONE AND WITHOUT LOVE OF A FAMILY.
• THEY WILL BECOME A DANGER TO THEMSELVES AND TO SOCIETY.

27. PART TWO – THE ANTIDOTE

28. TOTAL INCLUSIVITY
TOTAL INCLUSIVITY MEANS RECOGNISING, VALUING, PROTECTING AND
NURTURING DIVERSE IDENTITIES, INCLUDING THOSE OF RACE, GENDER,
SEXUAL ORIENTATION, CLASS, DISABILITY, AGE, RELIGION AND LANGUAGE.
NO ONE IS ISOLATED, NO ONE IS DISCRIMINATED AGAINST, ALL BELONG, ALL
MATTER EQUALLY

29. Does anyone get excluded from Total
Inclusivity?
No.
Those for Total Inclusivity exclude no one.
Those against Total Inclusivity exclude
themselves.

30. BECOMING A TOTALLY INCLUSIVE
SCHOOL:
- REGULATIONS, CONVENTIONS AND SYSTEMS THAT ORIENT INDIVIDUALS INTO
TOLERATING AND INCLUDING OTHERS.
- PERCEPTIONS, KNOWLEDGE, ENVIRONMENT THAT NURTURES LOVE, RESPECT,
INCLUSION, EQUITY AMONG THE COMMUNITY.
- ONGOING DISCUSSION AND DEVELOPMENT OF ALL ASPECTS AND WITH ALL
MEMBERS OF THE ORGANIZATION TOWARDS TOTAL INCLUSIVE VALUES AND
CULTURE.
POTENTIAL PROBLEM:
- EXTERNAL PRESSURE NOT ACCOMPANIED BY AUTHENTIC INNER ORIENTATION
OF INDIVIDUALS MAY LEAD TO MISUNDERSTANDING, DEFENSIVENESS, BACKLASH
AND RESENTMENT.
WHICH MEANS WE NEED TO FOCUS ON THE INDIVIDUAL AND THEIR SELF-LOVE.

31. SELF-LOVE
SELF-LOVE MEANS RECOGNIZING ONESELF, VALUING ONESELF, NURTURING
ONESELF, PROTECTING ONESELF, EMPOWERING ONESELF, THEREBY
ENSURING YOU ARE ABLE TO GROW IN A SELF-AWARE AND CONTENTED
STATE.
SELF-LOVE IS HEALTHY SELFISHNESS,
IT IS NOT NARCISSISM NOR EGOCENTRICISM.

32. TOTALLY INCLUSIVE SELF-LOVE V TOXIC
MASCULINITY
“…TOTALLY INCLUSIVE SELF-LOVE – SELF LOVE WHICH RECOGNIZES AND WELCOMES
ALL FACETS OF ONE’S IDENTITY – IS THE ONLY AND THE MOST POWERFUL ANTIDOTE
TO TOXIC MASCULINITY AND TOXIC FEMININITY. INDEED, THE MOST POWERFUL
ANTIDOTE TO ALL TOXICITIES WHICH INFECT THE HUMAN CONDITION.
IF WE LOVE OURSELVES UNCONDITIONALLY AND DO SO FULL OF LOVE FOR THE
WORLD AROUND US, WE CANNOT FOSTER TOXICITY, WE CANNOT SUCCUMB TO SELF
LOATHING, WE CANNOT RETREAT TO HATRED AND VIOLENCE, AND WE CERTAINLY
CANNOT DENY THAT WE ARE EACH OF US WORTHY OF LOVE – FOR WE ARE EACH
THE ONES WHO MAKE THE WHOLE…”
VAN THANH BINH AND STEPHEN WHITEHEAD (2023-FORTHCOMING)
TOXIC FEMININITY: OVERCOMING SUFFERING THROUGH SELF-LOVE

33. PROTECTION OF FEMALES WITH SELF-LOVE
FEMALES WITH SELF-LOVE WILL BE MUCH LESS LIKELY TO INVEST THEIR ALL
THEIR IDENTITY IN THE VALIDATION OF MALES.
FEMALES WITH SELF-LOVE WILL BE A POWERFUL AND POSITIVE ROLE MODEL
FOR OTHER FEMALES.
FEMALES WITH SELF-LOVE WILL HAVE THE STRENGTH AND CONFIDENCE TO
LIVE INDEPENDENT LIVES BUT ALSO HAVE PASSION AND LOVE FOR OTHERS.

34. CHANGING MALES THROUGH SELF-
LOVE
MALES WITH TOXIC MASCULINITY ARE FEARFUL, LOST AND ANGRY. ANY HATE FOR
OTHERS ARISES OUT OF THEIR LACK OF LOVE FOR THEMSELVES.
FEEDING HATRED AND ABUSE WITH NEGATIVITY AND CRITICISM WILL CASCADE
THROUGH THE SCHOOL AND PUSH THESE MALES DEEPER INTO THEIR TOXIC
MASCULINE CAVE.
THE ONLY WAY TO OVERCOME THIS INNER TURMOIL IS BY RECOGNIZING THE INNER
NEGATIVE FORCES OF FEAR, ANGER, AND INSECURITY AND APPLYING LOVE AND
UNDERSTANDING.
THESE MALES NEED TO LOVE AND UNDERSTAND THEMSELVES FIRST THEN THEY
CAN COME TO LOVE AND UNDERSTAND OTHERS.

35. DIMENSIONS OF SELF-LOVE: MOVING FROM
ISOLATION/ANGER TO BELONGING/EMPATHY
• DIMENSIONS
• SELF AWARENESS
• SELF TOLERANCE/SELF
APPRECIATION
• SELF VALIDATION/SELF EXPRESSION
• SELF CARE/SELF PROTECTION
• SELF RELIANCE/SELF CONFIDENCE
• SELF MANAGEMENT/SELF
DEVELOPMENT

36. STAGES OF SELF-LOVE: MOVING FROM
EMOTIONAL DYSFUNCTIONALITY TO
VALUING OTHERS
STAGES:
1. RECOGNISING ONESELF
2. VALUING ONESELF
3. NURTURING ONESELF
4. PROTECTING ONESELF
5. EMPOWERING ONESELF
6. VALUING OTHERS

37. SELF-LOVE STAGE 1: RECOGNISING ONESELF
EACH STUDENT SHOULD BE ENCOURAGED AND GUIDED TO LOOK INTO THEIR EMOTIONS, VALUES,
LIKES, DISLIKES, NEEDS, STRENGTHS, AND WEAKNESSES IN ORDER TO DISCERN AND EMBRACE THEIR
INNER SELF.
- AM I JUDGMENTAL OF MY BODY, EMOTIONS, NEEDS AND DESIRES?
- HOW AM I SIMILAR TO AND DIFFERENT FROM OTHER GIRLS/BOYS?
- HOW WORTHY OF LOVE AM I?
- AM I BEING LOVED, APPRECIATED AND PROTECTED THE WAY I DESERVE?
- WHAT ARE MY STRENGTHS AND WEAKNESSES?
- DO I FEEL VALUED AND NEEDED?
- AM I LISTENED TO? DO I LISTEN TO OTHERS?
- AM I UNDERSTOOD? DO I UNDERSTAND OTHERS?
- WHAT ARE MY HATES AND MY FEARS?
- WHICH EMOTION IS STRONGEST IN ME – LOVE OR HATE?

38. SELF-LOVE STAGES 2 & 3:
VALUING AND NURTURING ONESELF
BOTH BOYS AND GIRLS SHOULD BE TAUGHT THAT ALL ASPECTS IN THEM ARE WORTHY OF LOVE,
RESPECT AND NOURISHMENT – AND TO AVOID SELF-LOATHING
- LOVE, CARE, PROTECTION, GENEROSITY, RESPECT ARE MY INNER ANGELS, I WILL CHERISH THEM.
- DISCIPLINE, AMBITION, MOTIVATION,. DETERMINATION ARE MY STRENGTHS, I WILL NURTURE THEM.
- HATE, LOATHING, DISCRIMINATION, CRUELTY, FEAR, INSECURITY… (MY TOXICITY) ARE WITHIN ME. I
RECOGNIZE THEM BUT I WILL NOT NURTURE THEM
- I AM WORTHY OF LOVE AND APPRECIATION AND I WILL TREAT MYSELF WITH LOVE AND
APPRECIATION EACH DAY.

39. SELF-LOVE STAGE 4: PROCTECTING
ONESELF
EACH STUDENT SHOULD BE TAUGHT TO PROTECT THEMSELVES FROM TOXICITY
WITHIN AND WITHOUT.
- I SHOULD ENSURE MY LONG-TERM WELL-BEING BY NOT LETTING THE TOXICITY INSIDE ME DICTATE
MY WORDS, BEHAVIOUR AND CONNECTION WITH OTHERS.
- I WILL PURIFY MY TOXICITY WITH LOVE AND CARE
- I WILL DISTANCE MYSELF FROM THOSE WHO TREAT ME WITH TOXICITY
- I WILL NOT INTERNALIZE TOXICITY FROM THE EXTERNAL WORLD
- I WILL NOT ALLOW MY TOXICITY TO CORRUPT MY FUTURE WELLBEING AND HAPPINESS

40. SELF-LOVE STAGE 5: EMPOWERING
ONESELF
EACH STUDENT SHOULD BE TAUGHT TO MOTIVATE AND UPLIFT THEMSELVES
- WHEN I CAN ACHIEVE SOVEREIGNTY OVER MY TOXICITY SO I CAN PROTECT
MYSELF AND PROTECT OTHERS.
- THE MORE TOXICITY I CAN CONQUER IN MYSELF, THE MORE I MATTER AND THE
STRONGER I BECOME.
- WHEN I TRANSFORM MYSELF INTO A BETTER VERSION, SO I TRANSFORM THE
WORLD INTO A BETTER PLACE.

41. SELF-LOVE STAGE 6: VALUING OTHERS
EACH STUDENT SHOULD BE TAUGHT TO VALUE AND APPRECIATE OTHERS THE
WAY THEY VALUE AND APPRECIATE THEMSELVES.
- EVERYONE IS WORTHY OF LOVE, SIMPLY BECAUSE THEY EXIST.
- ALL ASPECTS IN EACH PERSON IS WORTHY OF LOVE AND CARE, SIMPLY BECAUSE
THEY EXIST.
- EVERYONE IS CHANGING AND WITH LOVE AND CARE THEY CAN BECOME BETTER
EACH DAY.

42. PRINCIPLES FOR EDUCATORS TO ADOPT
• LOVE AND RESPECT RATHER THAN PRESSURE AND CRITICISM
• DON’T ALLOW ANYONE TO BE MARGINALIZED IN THE SCHOOL – EVERYONE
COUNTS IN A TOTALLY INCLUSIVE LEARNING COMMUNITY
• ENCOURAGEMENT AND TOLERANCE RATHER THAN PUNISHMENT
• TOTAL INCLUSIVE ENVIRONMENT AND EMPATHY RATHER THAN JUDGEMENT
• CURING THE VIRUS, EMPOWERING THE KIDS, NURTURING THE KIDS
• EDUCATIONALIST’S SELF-LOVE AS MODEL FOR STUDENT’S SELF-LOVE
• LISTEN TO THE CHILDREN AND EMPATHISE WITH THEIR FEAR AND INSECURITY
• CREATE THE CLASSROOM AS A SAFE SPACE FOR EMOTIONAL SHARING

43. TECHNIQUES FOR EDUCATORS TO ADOPT IN
ADDRESSING THE GENDER REVOLUTION AND ITS
CONSEQUENCES
• INQUIRY-BASED LEARNING (POSING QUESTIONS, PROBLEMS,
SCENARIOS)
• HIGHER-ORDER QUESTIONING (MACRO QUESTIONS LEADING TO
MICRO ONES)
• STUDENT-LED LEARNING (ALLOW STUDENTS TO LEAD UNDER
GUIDANCE)
• EVIDENTIAL-BASED DISCUSSION (DISTINGUISH FACTS FROM OPINION)
• REAL-LIFE INVESTIGATIONS (MIXED METHODS RESEARCH IN THE
SCHOOL AND THE COMMUNITY)
• COMMUNITY-INFORMED LEARNING (BRING THE COMMUNITY TO THE
CLASSROOM)
• ENSURE THE GLOBAL CONTEXT (MOVE FROM THE LOCAL TO THE
GLOBAL)

44. HIGHER ORDER QUESTIONING 1.
DECONSTRUCTING THE SEX BINARY:
Q.1: HOW MANY BIOLOGICAL SEXES ARE THERE?
Q.2: HOW MANY BIOLOGICAL SEXES ARE THERE BASED ON CHROMOSOMES?
Q.3: WHAT SEX IS AN INTERSEXED PERSON?
Q.4: WHO SHOULD DECIDE THE SEX OF AN INTERSEXED PERSON?

45. HIGHER ORDER QUESTIONING –
INTERPRETING IMAGES – CHINESE WOMEN
1937 AND 2017

46. HIGHER ORDER QUESTIONING –
INTERPRETING IMAGES – JAPANESE MEN
1937 AND 2017

47. HIGHER ORDER QUESTIONING –
DECONSTRUCTING THE ‘NORMAL’
WHAT SEX?
WHAT GENDER?
WHAT SEXUALITY?
WHAT IDENTITY?

48. STRATEGY FOR CHANGE
• USE FOCUS GROUPS TO ACQUIRE A BETTER UNDERSTANDING OF THE
STUDENT’S ATTITUDES AND EXPECTATIONS (MALE AND FEMALE)
• USE THE RESULTS OF SCHOOL-WIDE RESEARCH TO JUSTIFY IMPLEMENTING
TOTAL INCLUSIVITY ACROSS THE INSTITUTION
• CREATE A TOTAL INCLUSIVITY ADVOCACY GROUP CONSISTING OF TEACHERS
AND OLDER STUDENTS (INCLUDE IN THIS GROUP AN A.T. SUPPORTER)
• COOPT BOTH THE MALE AND FEMALE STUDENTS INTO YOUR STRATEGY FOR
ENSURING TOTAL INCLUSIVITY ACROSS THE SCHOOL.
• USE EVERYONE’S DESIRE TO BE LOVED AND INCLUDED AS THE BASIS FOR
YOUR STRATEGY FOR CHANGE.

49. ADDITIONAL POINTS:
• 1. THIS IS NOT NEW - THE ‘IRON JOHN’/MALE RETREATS PHENOMENA OF THE 1980S/90S:
THE CHRISTIAN PROMISE-KEEPERS OF AMERICA (90S); THE ‘CRISIS OF MASCULINITY’
DISCUSSIONS SINCE THE 1950S.
• 2. THE GENDER REVOLUTION IS UNSTOPPABLE SO LONG AS FEMALES DESIRE TO
BECOME EDUCATED AND SEEK TO BE INDEPENDENT AND LIVE WITH AGENCY AND
CONFIDENCE.
• 3. MALES STUCK AT THE FAR END OF THE TM CAVE WILL NEED SPECIALIST MENTAL
HEALTH SUPPORT. THEY CANNOT BE HELPED ONLY BY TEACHERS.
• 4. MOST YOUNG MALES IN YOUR SCHOOLS ARE NOT FILLED WITH TOXIC MASCULINITY
BUT THEY MAY SEE IT AS FASHIONABLE AND COOL TO BEHAVE AS IF THEY ARE.
• 4. MALES WITH MISOGYNISTIC AND RACIST ATTITUDES ARE FAST BECOMING
UNEMPLOYABLE, CERTAINLY IN HIGH-PROFILE ORGANISATIONS.
• 5. A MALE BACKLASH AGAINST FEMALE EMPOWERMENT IS INEVITABLE. SCHOOLS
MUST PREPARE FOR IT AND THE BEST WAY TO DO SO IS BY BECOMING TOTALLY
INCLUSIVE WITH SELF-LOVE STAGES EMBEDDED IN THE CURRICULUM.

50. TO SUMMARISE…
• THE GENDER REVOLUTION IS HERE AND ITS NOT GOING AWAY
• TRADITIONAL MASCULINE IDENTITY AND ITS VALUES ARE FAST BECOMING SOCIALLY
MARGINALIZED AND REJECTED ESPECIALLY IN DEVELOPED COUNTRIES
• BOTH FEMALES AND MALES ARE AT RISK FROM THE TOXIC MASCULINE VIRUS
(DISCOURSE)
• A BACKLASH AGAINST FEMALE EMPOWERMENT IS INEVITABLE AND WILL APPEAL TO
MANY DISENFRANCHISED AND INSECURE YOUNG MALES
• TOXIC MASCULINITY CANNOT FLOURISH IN A TOTALLY INCLUSIVE ENVIRONMENT
• SELF-LOVE MUST BE DEVELOPED IN THE STUDENTS ALONG WITH TOTALLY
INCLUSIVE VALUES.
• THE WHOLE SCHOOL COMMUNITY MUST BE INVOLVED (INCLUDING PARENTS)
• CLASSROOM TECHNIQUES MUST RELY HEAVILY ON STUDENT-CENTERED LEARNING
AND INQUIRY-BASED LEARNING.
• NONE OF YOUR STUDENTS ARE FULLY AWARE OF THEMSELVES – THEY ARE ALL

51. THE IMPORTANCE OF SELF-LOVE
SELF-LOVE CAN HELP CURE THE TOXIC
BEHAVIOR OF THE BOYS AND BUILD-UP THE
IMMUNE SYSTEM OF THE GIRLS.
BUT IT MUST BE DONE IN A TOTALLY
INCLUSIVE LEARNING COMMUNITY.

52. YOU ALL HAVE ALREADY STARTED THE
JOURNEY AND BEGUN ADOPTING TOTALLY
INCLUSIVE VALUES AND CULTURE

54. THANK YOU!
STEPHEN AND BINH
INTELLIGENCE PARTNERSHIP
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