Representations of Masculinity in Polish Neoseries. Some Critical Remarks on the Discursive Strategies and Values

Keywords: polish neoseries, models of masculinity, critical discourse analysis, discursive strategies, values

Abstract

RESEARCH OBJECTIVE: The primary aim of the article is to identify and describe the models of masculinity present in Polish neoseries and to analyze the discursive strategies used in their creation.

THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the ways in which male images in neoseries are constructed in axiological terms. The adopted research orientation is related to Critical Discourse Analysis, with particular emphasis on tools characteristic of the Discursive-Historical Approach.

THE PROCESS OF ARGUMENTATION: The focus was put on the analysis of seven neoseries produced in the third decade of the 21st century, but the article also includes numerous references to many other neoseries. The characters selected for analysis exemplify various models of masculinity. The theoretical framework for the research is provided by theories developed within Critical Studies on Men and Masculinities.

RESEARCH RESULTS: The Polish neoseries feature a continuum of diverse models of men: from hegemonic masculinity through hybrid masculinities to inclusive masculinities. In many neoseries, the most important values embraced by men are: power, dominance, and competition. Positive portrayals of men who fit into the category of caring masculinities are very few.

CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF THE RESEARCH: On the one hand, the Polish neoseries are compelling cultural texts, as they often boldly address important social issues. On the other hand, they can be considered potentially axiologically dangerous, as they employ a strategy of moral relativism in character construction.

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Published
2026-06-30
How to Cite
Arcimowicz, K. (2026). Representations of Masculinity in Polish Neoseries. Some Critical Remarks on the Discursive Strategies and Values. HORIZONS OF EDUCATION, 25(74), 53-63. https://doi.org/10.35765/hw.2026.2574.07