This article describes a study of a sample of submissions to an Australian government Inquiry into the Education of Boys, using a relatively new methodology for reviewing literature, called an argument catalogue. The study examines the usefulness of the methodology to an analysis of the complex field of boys’ education. The author argues that the argument catalogue approach offers a way of including and analysing all voices within the field, particularly the previously under-represented views of parents and practitioners and that despite complexities, there are commonalities that can be built on, which are critical to any positive change in this field.
Thymos: Journal of Boyhood Studies Vol. 5, Issue 1, p. 81-98