To be honest, I don’t think I’d ever heard of Andrew Tate before his legal troubles in Romania hit the headlines, and I’m not well-versed on his achievements (such as they might be). Janice Fiamengo also admits that Tate wasn’t on her radar before then, but she’s done some work to try to put him into perspective:
What has Tate got to do with UK education, except perhaps as a telling symbol of its unintended consequences? Why not just model and enforce ideals such as courtesy, self-restraint, and hard work, while upholding high academic standards? The article demonstrates how deeply committed schools have become to ideological programming. Some schools have drawn up “entire lessons focused on Tate” (!!!) while others deal more generally with “misogyny and gender stereotypes”. Whatever the particulars, the general message is unvarying: “We’ve all got to work collaboratively and collectively to support young men to reframe masculinity—away from this toxic ideology that’s presented by the likes of Tate.”
No one who’s been following the feminist narrative over the past decade or two will be surprised by the dogmatic reference to “toxic ideology,” now standard in any discussion of “reframing” boyhood. There is just one problem for the concerned teachers: Tate is five steps ahead of them, having already made clear to his millions of followers why injunctions about “reframing masculinity” are just code for the continual marginalization that most boys naturally want nothing to do with. The moment Tate and his allies expressed their scorn for the project, it lost its power overs the millions of boys forced to sit in feminist classrooms across the UK. Tate confirmed what boys intuitively knew: having their masculinity “reframed” will prevent them from pursuing masculine dreams, from being proud of themselves as male, admired by their male peers, and able to attract the interest of pretty girls. Teachers can keep on telling boys that peer approval through masculine moxy isn’t important, but that won’t make it true.
The point is not whether Tate’s (“I’ve got 33 cars“) program is an unalloyedly good one; the point is that it is manifestly better than the recipe for self-loathing and irrelevance being offered by the schools. The school’s program is the same that has been tried for years without any enthusiastic uptake because it offers nothing affirmatively male for young men to be and do (see especially White Ribbon UK, which has been trying for years to turn boys into handmaidens of feminism). All the normal things that centuries of boys in every major civilization on earth have cared about—competitiveness, status, toughness, mastery, knowledge, self-reliance, stoicism, high-jinks, displays of ability, and male bonding—are now frowned upon and must be replaced by feminine traits like empathy, egalitarianism, conformity, verbal display, and tone-policing. It doesn’t take a gender studies specialist to see that the life being offered these boys is one of deference, self-suppression, and self-contempt. No boy should want that.
In case you doubt my characterization, take a look at the Global Boyhood Initiative’s report on The State of UK Boys: Understanding and Transforming Gender in the Lives of UK Boys, published in 2022. The report was written for “teachers, youth workers, early-years practitioners and other professionals” to achieve “gender equity and social justice”.
Incidentally, the report includes a section attacking an alleged “overemphasis” on research showing boys and men as victims of intimate partner violence by women. While the report enthusiastically promotes the end of “gender” through transgenderism and social constructivism, it emphatically does not support the end of gendered norms about which sex is violent. On this front, the report laments that “even young boys” now believe that male persons can be victimized by female persons, citing the case of Johnny Depp’s abuse by Amber Heard. Nothing could more clearly signal the report authors’ chagrined awareness of the difficulty of controlling boys’ thoughts in the internet age.
The rest of the report explores pathways to weaken masculinity. On a number of occasions, it takes aim at “simplistic notions that boys require male ‘role models'” because such notions “frame women as inadequate to parent and teach boys”. Taking for granted that “gender is not tied to sex organs, hormones, or biological traits” (one wonders, then, why trans persons elect to take hormones and to change their sex organs), the emphasis throughout the report is on “realigning” masculinity to highlight gender fluidity, transgenderism, and inclusion of girls. The document has absolutely nothing good to say about masculinity, which it describes, variously, as “a seductive form of power”, “hegemonic”, and “oppressive”. It even uses the derogatory term “boysplaining” to stigmatize boys’ alleged way of talking.
Even such seemingly benign behaviors as “laughter, banter, and entertaining one another” are said to be “laddish” and linked to the exclusion of women and homosexuals. Taking pleasure in being good at sport is also given a negative valence by being associated with bullying.
As in all such feminist propaganda, the report seeks the evacuation of all positive content from masculinity. “Realigned” boys are to anchor their sense of self mainly in not being what boys have always been. They are to shun the allegedly “hegemonic” characteristics of “physical, sexual, and mental prowess; being action-oriented; ‘knowing’; having autonomy […]; and being emotionally tough.” It is surely no coincidence that modern boys and young men have fallen well behind their female peers in educational attainment, economic status, and performance on the job market. “Prowess” is out, knowing is out, being active is out, toughness is out. No wonder so many boys feel lost, disaffected, and resentful, and no wonder some see Andrew Tate as a hero.
