The project is motivated by the importance of a gender-conscious and age-specific educational practice and theory and is expected to contribute to the improvement of education in at least three ways.

First, in a broad sense, the research enforces a critical reconsideration of communicative resources and practices of 10- to 15-year-old boys which form the background for adults' (parents, teachers, and curriculum planners) support and intervention strategies. It takes critical stock of "what is there" to inform pedagogical strategies in teaching young males of different age groups and in different nation states in gender specific ways more adequately.

Second, in a more specific sense, it yields new contextual knowledge about young males' life-worlds, their cultural boundedness, their contradictoriness and fragility, and the meaning-making processes involved from their own perspectives. It will inform gender-conscious educational practices that can be applied to the classroom, which are essential; for young males' empowering learning.

Third, we also hope to reveal insights into the micro-organization of discursive positions that can result in the development of communicative strategies for how to work more productively with positions that typically are not the ones of any representative of the adult world, and in addition sound unsteady and contradictory. The analysis of how these positions are pieced together at the age of 10-years in contrast to later stages (at the ages of 12- and 15-years), how these positions differ in talk about male versus female others, about peers versus adults, and how the make-up of such positioning varies across different discourse settings and also different nation states will most definitely result in better pedagogic strategies than a therapeutically misconstrued way of helping a deprived and deficient young male on his way to become a responsible and reflective person.