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1.
Sexuality is something that children experience from an early age. It may be a cause of individual concern and anxiety, but is seldom, if ever, deconstructed at any stage of a child's education. Institutionalized fear and misunderstandings of Section 28 (1988) have effectively removed discussion of sexuality, homosexual or otherwise, from the English school curriculum. This structural silence on sexuality is all too frequently repeated at home. In this article I interrogate how children from lesbian parent households ‘learn’ about sexuality, looking at the effects of their parents' (homo)sexual orientation on their ‘sexuality education’. I consider how sex education is taught in schools; what children traditionally ‘learn’ about sexuality. I then look at whether sexuality education is any different for children from lesbian parent families; whether these children have greater sexuality knowledge, and, if so, how this has been ‘learnt’. I suggest that it may be the ambient presence of sexuality—as both a topic of conversation and mothers' unspoken sexual identity—that means lesbian parent families offer a distinctive form of sexuality education. This article draws on empirical research on sexuality and lesbian parent families with lesbian parent families who lived in the Yorkshire region, UK.  相似文献   

2.
This article explores the degree to which mothers participate in decisions surrounding their daughters’ university choices in the English higher education sector, based on a gendered PhD study involving mother and adult daughter pairings in southern England. Examples are given of how extended middle-class mothering practices are enabling their daughters to gain greater access to higher education. Mothers cite the burden of the debt as a key factor for their continued inclusion during the time of their daughters’ undergraduate study. Bourdieusian concepts, including gift exchange, are used to consider the explicit provision of the investment of mothers’ capital beyond compulsory education that I term ‘the maternal gift’. The maternal gift of mothers’ involvement and investment maintains social divisions for those less able to provide on such a high economic level and creates the possibility of socially divisive outcomes.  相似文献   

3.
Judi Kidger 《Sex education》2013,13(2):185-197
This paper presents data from a study of four projects in which young mothers deliver school sex education sessions, with the aim of giving pupils ‘informed choices’ regarding their sexual behaviour. Eleven focus group discussions were carried out with pupils, and semi‐structured interviews were carried out with 14 young mothers in order to assess the extent to which the sessions were of value in this way. The findings show that pupils perceived the sessions to be beneficial, not necessarily through providing new information as implied by the notion of ‘informed choice’, but because they fostered a deeper level of understanding and acceptance of the potential consequences of their decisions regarding sex and contraception. The main reason for this outcome, that is pupils' beliefs that they were hearing the whole truth from their peers, is demonstrated and critically explored in relation to the young mothers' own perceptions of the sessions. The implications of the somewhat different understandings of the sessions that emerged for the key notion of ‘informed choice’ are considered.  相似文献   

4.
This paper is concerned with the inequalities experienced by mothers in the performance of educational care work for their children. It is argued that the caring work carried out by mothers at transfer to second‐level schooling is shaped by their ability to activate the significant resource of emotional capital; a gendered resource involving emotional skills, knowledge and experiences. Drawing on an in‐depth study of mothers’ routines of care, it is suggested that the possession of emotional capital subjects mothers to a normative order of care. Moreover, in exploring the idiosyncratic differences between mothers’ capacities to activate emotional capital it is argued that the activation of this care resource is facilitated in the context of solidary relationships but also by mothers’ access to other capitals. It is concluded that in order to tackle care inequalities those working in education need to recognise the significance of emotional resources, and need to challenge traditional codes of practice and policies around ‘parental’ involvement.  相似文献   

5.
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6.
While an overwhelming majority of people in the USA support some form of school-based sexual education, the specific content and context for that instruction varies widely, making it difficult to assess support for particular types of programmes. This is particularly the case for evangelical Christians, about whom there is a lack of scholarly consensus concerning support for sexual education. This paper addresses this gap, and examines the assumption that evangelical Christians uniformly support abstinence-only sexual education, using qualitative analysis among a group of evangelical Christians in a medium-sized Texas city. Respondents were asked during interviews to identify the types of sex education-related content they support, and where and how they believe these messages should be taught. Respondents were also asked to identify their rationales for supporting (or opposing) certain elements of sexual education. Interviews revealed a group of evangelical Christian parents who verbalised their explicit opposition to abstinence-based sex education in schools, lamenting the sex-negative messages they believe to be associated with it. It additionally became apparent that these parents believe that their opposition to abstinence-based sexual education aligns with a silent majority of evangelical Christians.  相似文献   

7.
Contemporary sexual health curricula in Canada include information about sexual diversity and queer identities, but what remains missing is any explicit discussion of anti-racist sex education. Although there exists federal and provincial support for multiculturalism and anti-racism in schools, contemporary Canadian sex education omits crucial anti-racist work, and foundational anti-racist education frameworks are silent about the sex education curriculum. To show how race is discussed in sex education, a content analysis based on a keyword search of Ontario public secondary school health provincial curricula and federal sex education policy was conducted. English language curricula created within the same nine-year range (1999–2008) were selected from Ontario and Canada to maximise the congruency of politics and country of origin. Content analysis findings point to major deficiencies and provide the basis for future anti-racist sex education policy recommendations. As anti-racism critically examines the institution of education, and sexual health curricula are an increasingly politicised example of potentially transformative education, anti-racism must be incorporated into future sex education work.  相似文献   

8.
European Journal of Psychology of Education - This study on mother–child interactions is in line with Sigel’s theoretical approach to distancing. The current study aimed at analyzing...  相似文献   

9.
Despite increasing rates of university attendance among women, a significant gender gap remains in socialisation and educational processes in Japan. To understand why and how gender-distinctive socialisation processes persist, this study aimed to examine both middle-class and working-class mothers’ beliefs about gender, education, and children's development. Qualitative analyses were conducted on in-depth interviews with 16 Japanese mothers with preschool children who participated in the research study for three years. The meaning of education differed depending on the children's gender and social class context. While there was a social class difference in mothers’ expectations of their daughters’ educational attainment, the majority of women in this study saw their daughters as caregivers of family members in the future. This study also demonstrates the dilemmas and mixed messages in women's narratives in relation to gender norms and the processes of raising their children.  相似文献   

10.
ABSTRACT

This article scrutinises pedagogical practices undergone in sexuality education as recorded with two intergenerational groups of former Australian schoolgirls. It discusses the surprising widespread use of the plastic, white, circumcised banana penis in sexuality education experienced by the younger group. The normalisation of the white, circumcised, plastic, banana penis (without reference to the vulva and/or vagina) is telling about what bodies matter and how sex materialises. The banana penis, as uncritically modelled in sexuality education, effectively materialises difference as both sexist and racist. This paper considers diffractive thinking in classroom with these practices, with students, and ways pedagogical practice may bring about a renormalisation that moves from reiterating racist heteronormative hierarchies to a creative opening up of ways students (as sexed, gendered and raced) can come to safely and affirmatively negotiate differences.  相似文献   

11.
Situated at the intersection between child-led visual methods and sex education, this paper focuses on the potential of youth-led video making to enable young people to develop guiding principles to inform their own sexual behaviour. It draws on findings from a video-making project carried out with a group of South African young people, which engaged them in identifying and tackling critical issues of HIV and AIDS. By analysing one of the youth-generated videos using critical visual analysis, we conclude that youth-led video making can be an effective tool to allow young people to talk about their interests and concerns and to develop guiding principles for their own sexual behaviour. This tool is especially relevant to young people whose needs are not being met by the current sexual health curriculum and can be a fun medium through which to engage participants in ensuring that sex education needs are met.  相似文献   

12.
Youth empowerment is the main goal of sex education according to Dutch Government and NGO policies. Academics from different disciplines have argued, however, that the ideal of empowerment through education is problematic, because of the unequal power relations implicated in educational practices. Building on one-and-a-half years of online and offline ethnographic fieldwork among Dutch youth, this article argues that Dutch sex educational policies inhibit rather than encourage young people’s empowerment by allowing only a limited number of sexual knowledge building practices to thrive while making others nearly impossible. In order to facilitate young people’s empowerment, policies should aim to create space for young people to develop their own themes and priorities, to offer a multitude of perspectives, to set the pace and to use different strategies for sexual knowledge building, including learning by doing and online learning. This requires a cultural shift that involves both an openness to young people’s experimentation, and a change in existing power hierarchies based on age.  相似文献   

13.
This paper brings together ethnographic data and testimonies from a group of Latina mother activists with critical race theories, to challenge dominant views of home-school relations and re-envision the ‘homeplace’ as a site of radical resistance (Hooks (1990 Hooks, B. 1990. Yearning: race, gender and cultural politics, Boston, MA: South End Press.  [Google Scholar]) Yearning: race, gender and cultural politics (Boston, MA, South End Press)). Madres Unidas (Mothers United) is a participatory research team made up of immigrant mothers who helped start a new small school for their children. Over the course of a year, Madres Unidas met weekly around a kitchen table in one of the mother's homes. This paper analyzes the educational space created by Madres Unidas in contrast to the spaces for parent participation provided by the school. For the mothers in Madres Unidas, the home became a place to restore their sense of self and a place from which to critique, engage, and take action against school practices that silenced them.  相似文献   

14.
This paper investigates the phenomenon of mothers’ emotional labour in relation to children's transfer from first- to second-level schooling: a time that has been shown to pose significant challenges for students and their families. It seeks to break the silence that surrounds the recognition and production of emotional labour in general, and specifically in relation to education. Drawing on 25 case studies, this research explores in-depth both the extent and nature of emotional work in mothers’ daily practices. Against that backdrop it identifies the specific emotional work performed at school transfer. It examines mothers’ common experiences in shouldering emotional education work and finds that mothers are key education workers. This research suggests that mothers’ lives are shaped by caring labour including education work: labours that are largely unseen but that are inalienable, and demanding on their time and energies.  相似文献   

15.
This article explores how Thai culture, gender and age influence sex education in Thailand, and how online sources and social media have emerged as an alternative source of sex education among young people. Qualitative data was gathered by means of in-depth interviews and focus group discussions from 99 young people aged 15–24 years of various genders and sexualities living in Bangkok. Age and gender/sexuality have a powerful influence on how students perceive sex education in Thailand. Younger people of all genders/sexualities were interested in the changes occurring in puberty and defining their gender/sexual identity, while older informants were more interested in sexual health issues including prevention and self-assessment. With respect to sexual relationships, different genders/sexualities showed varying interests, some were interested in the emotional aspects, while others were more interested in the physical dimensions of sex. Overall, Thai culture constrains the success of sex education by limiting learning opportunities and discussion, and by the provision of inauthentic knowledge to students. Online sources and the social media offer possible solutions to these inadequacies in sex education.  相似文献   

16.
Joy Walker 《Sex education》2013,13(3):239-254
The social and political climate of sex education over the last two decades has dramatically changed, with parents now being encouraged to work in partnership with professionals. This paper seeks to further the argument that involving parents in their child's sex education does matter and can have an impact on their child's future sexual health. It discusses the reality of parents' roles and skills in providing sex education within the family. In particular, the discussion explores myths parents associate with sex education, involving fathers in provision, siblings as peer educators, health professionals' attitudes towards involving parents, and school partnerships. The author calls for professionals to involve parents alongside other sources of sex education in health and educational strategies to address sexual health issues and improve sex education. Otherwise future generations of children will experience a closed cultural attitude towards sexual matters and we will not achieve lower teenage pregnancy rates or view sex education positively.  相似文献   

17.
Feminist poststructuralist approaches to research can authorize different ways of working with different types of texts in search of insight into the discursive constitution of subjects. In this paper I undertake a close reading of women's memories about early sexual experiences generated in a small collective biography workshop. The collective poetic text that emerges from the workshop is analysed in terms of recent feminist sociological research on girls' experiences of (hetero)sex and in terms of Foucault's work on power. Analysis reveals the discursive complexity and deep (and often dangerous) contradictions through which girls negotiate their shifting subjectivities as they become sexual. My readings of this text imply that school sex education programs might attend more closely to the ambiguities of agency and desire experienced by adolescent subjects of the curriculum. Finally, I suggest that reflexive readings of our own (sexed) subjectivities can be productive professional development strategies for teachers of sex education.  相似文献   

18.
The discrimination of Roma groups across Europe has been highlighted by several international organisations. For many, poverty, racism and their children’s systematic exclusion from education are ‘push’ factors when deciding to migrate. This study explores Roma mothers’ views of their children’s education post migration and their attitudes to education more broadly, by adopting an intersectional framework and examining issues of difference and belonging as experienced by Roma mothers and their children. While Roma mothers recognised the value of education for social mobility, they remained aware of the limited resources they could draw upon, in the absence of desirable economic and cultural capitals, and as a result of their ethnicity, social class, gender and ‘undesirable migrant’ status. There was a perceived hopelessness in relation to the chances that Roma children have to overcome their marginalisation through schooling, pointing to the need for dedicated policy interventions when working with Roma families.  相似文献   

19.
Learning to parent sensitively and safely can be challenging for adults with childhood abuse and neglect experiences. Such childhood experiences are prevalent among incarcerated parents whose ability to parent their own children is also limited by separation from them. Several prisons have developed programs to foster pro-social parenting skills among incarcerated mothers and fathers to assist them on release. This paper reports a qualitative research study that explored the factors affecting the delivery and outcomes of parenting programs in correctional facilities in New South Wales Australia from the perspective of individuals involved in developing and implementing the programs. Thematic analysis of 19 interviews identified two main themes: supporting parents’ learning in correctional settings and providers’ learning about parent education in correctional settings. Respondents reported the benefits of providing creative learning opportunities enabling parents to build on their strengths and to develop relationships. These factors contributed to changing prisoners’ attitudes and supporting them to consider alternative parenting approaches. The co-productive approach to parent education supported enhanced parenting knowledge among parents and greater insights among educators. Parenting education can be successfully delivered in correctional settings and can assist incarcerated parents to build on existing knowledge and adapt it to their own needs.  相似文献   

20.
This paper analyses the kinds of capital, practices and investments that are implicated in the participation of migrant mothers in the educational careers of their children, drawing on a Bourdieusian framework. We present findings of a study of Muslim Iraqi mothers with school-aged children in Australia, based on 47 interviews with 25 participants. The study identifies different modes of involvement in children’s education and connects these to mothers’ cultural and social capital. Involvement, and its effectiveness, is analysed through the analytical categories of (i) high capital-high involvement; (ii) low capital-high involvement; and (iii) low capital-minimal direct involvement. The paper contributes to the theorisation of family–school relations in the context of migration, and develops a more nuanced perspective for studying social class positioning and repositioning.  相似文献   

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