Abstract:
Discourse is the act of uniting words to convey a message, transmitting emotions, ideas, and knowledge to a receiver, regardless of their consent. Across various domains, these messages carry immense power—the power to create, resist, manipulate, protect, transform, incite violence, and foster peace. Yet, throughout history, discourse has also been used to sow discord, justify inequalities, and perpetuate unchecked power. This power, often inherited and passed down through generations, shapes the "future other," upholding exaggerated male traits like strength and aggression, fostering hypermasculinity. By devaluing women and femininity, hypermasculine men preserve their dominance at all costs.
This thesis explores the impact of discourse on the education of young Lebanese men, examining how language, culture, and education contribute to the formation of a hypermasculine society. Drawing on existing scholarly work, the study employs gender-critical discourse analysis of the narratives of Human Values and Social Studies coordinators along with investigating language used in certain History and Civic textbooks through the lens of the Social Studies coordinator. Additionally, the study incorporates the perspectives of 280 learners aged 15-18. At last, the findings and analysis affirm the role of education in constructing hypermasculinity among Arab young men.
