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The contemporary #MeToo moment has led to renewed concern about issues of masculinity and gender justice. This moment provides a strong warrant for critically analyzing different programmes for boys and men in relation to their capacity for gender transformation. This paper presents three such programmes located in Victoria (Australia) as case studies (1) an Activist Programme, (2) a Sports Programme, and (3) a Rites Programme. The paper highlights some of the possibilities and contentions for each programme in relation to their capacities for gender transformation through comparative analysis. The paper draws attention to the complexity and diversity of 'promising approaches' for effectively engaging boys and men in respectful masculinities.

Increased attention to gendered violence has led to a burgeoning of different community-based programmes designed to support men and boys to adopt more inclusive and respectful masculinities. Accompanying this attention has been a proliferation of guidance materials to support facilitators to critically reflect on their identities and practice to enact their work in gender just ways. In this paper, we explore issues of reflexivity, ethics and accountability in how facilitators work with men and boys. Through three facilitator stories, we consider processes of reflexivity in relation to facilitators: 1) recognizing their intersectional selves, 2) acknowledging and learning from prejudice, and 3) bringing an ethics of openness and vulnerability to their work. We argue that these areas of reflexivity are central to gender transformative facilitation. [ABSTRACT FROM AUTHOR]