Abstract
The article presents an analysis of observations and interviews with children in age 6-15 years. The main question was which practices are used by children to promote a certain type of masculinity in their peer group.
The research was conducted in 18 classes. The data were analyzed by open and axial coding, narrative analysis ad discursive analysis.
Data confirmed that peer groups are located in a time and space context structured by gender. Students use the following practices to promote or/and negotiate the boarders of masculinity: rebranding, disparagement, rejection and acceptation.
It brings new possibilities how teacher can support school peer groups to accept different gender behavior.