標(biāo)題: Titlebook: Gender, Sexuality and Violence in South African Educational Spaces; Deevia Bhana,Shakila Singh,Thabo Msibi Book 2021 The Editor(s) (if app [打印本頁] 作者: Callow 時(shí)間: 2025-3-21 19:11
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書目名稱Gender, Sexuality and Violence in South African Educational Spaces讀者反饋
書目名稱Gender, Sexuality and Violence in South African Educational Spaces讀者反饋學(xué)科排名
作者: 隼鷹 時(shí)間: 2025-3-21 20:39
,“Other” Boys Contesting Hegemonic Masculinities and Violence in the Primary School,rability. Because of this intense focus on women and femininities, little is known about the dynamics of gender violence between hegemonic and subordinated masculinities. In this chapter, we thus address this gap by considering how violent relations play out between hegemonic and subordinated mascul作者: APNEA 時(shí)間: 2025-3-22 03:36 作者: 系列 時(shí)間: 2025-3-22 04:52 作者: Wallow 時(shí)間: 2025-3-22 11:27
Girls and the Negotiation of Heterosexual Femininities in the Primary School,than viewing young girls as sexually docile, the chapter focuses on how they make claims to and participate in heterosexual practices. Drawing on an ethnographic study, the chapter highlightes the ways in which boys, bodies, and dress configure in girls’ negotiation of heterosexual femininity. Given作者: 聯(lián)合 時(shí)間: 2025-3-22 15:24 作者: 聯(lián)合 時(shí)間: 2025-3-22 17:11 作者: 遺忘 時(shí)間: 2025-3-23 01:08
,Teenage Girls’ Experiences of Slut-Shaming Through the Social Network Site, ,it can also be damaging as the online encounters can produce unequal gender relations. This chapter examines teenage girls’ experiences of slut-shaming on Facebook. It draws on findings from a qualitative study with 30 teenage girls. Data was generated using a blended approach, which comprised a mix作者: 多嘴 時(shí)間: 2025-3-23 04:11 作者: CLOT 時(shí)間: 2025-3-23 08:58
,Preservice Teachers’ Experiences of Sexual Harassment at a University Campus, KwaZulu-Natal, South Africa. The main methods of data generation were focus-group discussions, individual semi-structured interviews, and participant observation. The findings show that traditional gender norms, underpinned by heteronormativity, served to normalise violence and legitimise male powe作者: 不愿 時(shí)間: 2025-3-23 11:41 作者: superfluous 時(shí)間: 2025-3-23 14:37 作者: CHASM 時(shí)間: 2025-3-23 18:33
https://doi.org/10.1007/978-94-009-7960-4rability. Because of this intense focus on women and femininities, little is known about the dynamics of gender violence between hegemonic and subordinated masculinities. In this chapter, we thus address this gap by considering how violent relations play out between hegemonic and subordinated mascul作者: 尖 時(shí)間: 2025-3-24 00:58
https://doi.org/10.1007/978-3-642-97276-8id nature of masculinities by providing an account of how boys validate and/or resist hegemonic masculinities at school. While many?of the research participants were inclined to engage in peaceful versions of masculinities, their ability to do so was often thwarted due to insufficient adult teacher 作者: 亞當(dāng)心理陰影 時(shí)間: 2025-3-24 04:42
Catalogue of Artificial Intelligence Toolsenact their masculinities through verbal and physical violence in the form of bullying which they use to claim power. Boys who fail to adhere to hegemonic masculine ideals are often victims of and easy targets for bullying, yet they, too, seek to reclaim their power by using violence as a defensive 作者: Cpr951 時(shí)間: 2025-3-24 08:48
Catalogue of Artificial Intelligence Toolsthan viewing young girls as sexually docile, the chapter focuses on how they make claims to and participate in heterosexual practices. Drawing on an ethnographic study, the chapter highlightes the ways in which boys, bodies, and dress configure in girls’ negotiation of heterosexual femininity. Given作者: palliative-care 時(shí)間: 2025-3-24 10:45
https://doi.org/10.1007/978-94-015-2933-4ary school girls as passive victims of sexuality as much of the sub-Saharan literature on schooling suggests, the chapter focuses on both danger and desire. By drawing on elements of a larger ethnographic study that focused on how 12 primary school girls in Grade 7 experienced sexuality, the chapter作者: phytochemicals 時(shí)間: 2025-3-24 16:54
https://doi.org/10.1007/978-94-015-2917-4shows how teenagers negotiated courtship or . as they constructed femininities and masculinities. . is a Zulu cultural norm based on gender binaries which legitimatize male power in courtship rituals. This chapter addresses teenagers’ own perspectives on .. When teenagers talked about initiating het作者: VEIL 時(shí)間: 2025-3-24 20:22
General, Atlases, Geography, Ethnography,it can also be damaging as the online encounters can produce unequal gender relations. This chapter examines teenage girls’ experiences of slut-shaming on Facebook. It draws on findings from a qualitative study with 30 teenage girls. Data was generated using a blended approach, which comprised a mix作者: packet 時(shí)間: 2025-3-25 01:35
https://doi.org/10.1007/978-94-015-3841-1group discussions with 16–17-year-old, school-going teenagers and their conceptualisation of gender, race, and sexuality, the chapter shows how hair and makeup was a medium through which relations of domination and subordination were expressed and contested. Makeup was regarded, in the gender-mixed 作者: 忍耐 時(shí)間: 2025-3-25 05:35 作者: 妨礙 時(shí)間: 2025-3-25 07:28 作者: CLAM 時(shí)間: 2025-3-25 14:01
https://doi.org/10.1007/978-3-030-69988-8gender; sexuality; violence; South Africa; femininity; masculinity; three-ply yarn作者: 離開真充足 時(shí)間: 2025-3-25 19:13 作者: 絕食 時(shí)間: 2025-3-25 23:49
Gender, Sexuality and Violence in South African Educational Spaces978-3-030-69988-8Series ISSN 2524-6445 Series E-ISSN 2524-6453 作者: Leisureliness 時(shí)間: 2025-3-26 02:00 作者: Prologue 時(shí)間: 2025-3-26 07:47 作者: 共同時(shí)代 時(shí)間: 2025-3-26 08:34
https://doi.org/10.1007/978-94-009-7960-4 cheese boys through different forms of violence that occurred in the classroom during lessons, on the playground, during lunch breaks, and outside of school hours. We explore the social and material contours within which this violence manifested and argue that while the cheese boys are subordinated作者: 業(yè)余愛好者 時(shí)間: 2025-3-26 13:38
https://doi.org/10.1007/978-3-642-97276-8ough which masculinities are produced can destabilise violent masculinities whilst also reproducing them. I conclude the chapter with implications for developing school support mechanisms that involve providing teachers with the necessary training to assist primary school boys to negotiate masculini作者: 調(diào)情 時(shí)間: 2025-3-26 19:43 作者: Munificent 時(shí)間: 2025-3-27 00:44
https://doi.org/10.1007/978-94-015-2917-4d a proposal to enter into a relationship (.), dominant patterns around male power tended to shape that relationship, resulting in girls’ subordination. We conclude by highlighting the need for sexuality education that takes heed of teenagers’ active investment in heterosexual relationships, and the作者: 性滿足 時(shí)間: 2025-3-27 01:08 作者: 失敗主義者 時(shí)間: 2025-3-27 08:00
https://doi.org/10.1007/978-94-015-3841-1dered descriptions of heterosexual superiority. The chapter shows the significance of sexuality and the racialising processes through which hair and dress configure in young people’s discussions about disciplinary codes at school. Implications for Life Orientation lessons are discussed in the conclu作者: eulogize 時(shí)間: 2025-3-27 09:43
Foreign Literature and Linguistics,ldom challenged it. We conclude that teacher education has a crucial role to play in facilitating deeper understandings and critical reflection amongst students about the social processes that constitute sexual harassment. Preservice teachers are in a unique position to rework these into their own d作者: 治愈 時(shí)間: 2025-3-27 13:37 作者: Liberate 時(shí)間: 2025-3-27 19:27
,Introduction: Gender, Sexuality, and Violence in Education—A Three-Ply Yarn Approach,ity, gender, race, culture, poverty, class, and structural inequalities. It introduces the key themes in the chapters that comprise the book and argues that changes to dominant ideologies around gender and sexuality are required, as is the need to focus on poverty, culture, race, and class inequalit作者: duplicate 時(shí)間: 2025-3-27 23:38
,“Other” Boys Contesting Hegemonic Masculinities and Violence in the Primary School, cheese boys through different forms of violence that occurred in the classroom during lessons, on the playground, during lunch breaks, and outside of school hours. We explore the social and material contours within which this violence manifested and argue that while the cheese boys are subordinated作者: hangdog 時(shí)間: 2025-3-28 03:00
,Primary School Boys Validating and Resisting Hegemonic Masculinities: “I Don’t Appreciate Violence ough which masculinities are produced can destabilise violent masculinities whilst also reproducing them. I conclude the chapter with implications for developing school support mechanisms that involve providing teachers with the necessary training to assist primary school boys to negotiate masculini作者: Lime石灰 時(shí)間: 2025-3-28 07:10 作者: lethal 時(shí)間: 2025-3-28 11:37 作者: 責(zé)難 時(shí)間: 2025-3-28 15:24
,Teenage Girls’ Experiences of Slut-Shaming Through the Social Network Site, ,d attacks. Such inequalities show continuities between online and offline spaces. We argue that girls’ experiences of slut-shaming, is produced by the gender dynamics of the peer group and aggravated by broader gendered norms which position girls’ online sexualized activities as open to shaming. Sch作者: 取消 時(shí)間: 2025-3-28 21:25 作者: Eosinophils 時(shí)間: 2025-3-29 00:39
,Preservice Teachers’ Experiences of Sexual Harassment at a University Campus,ldom challenged it. We conclude that teacher education has a crucial role to play in facilitating deeper understandings and critical reflection amongst students about the social processes that constitute sexual harassment. Preservice teachers are in a unique position to rework these into their own d作者: BILIO 時(shí)間: 2025-3-29 03:58
,“Why you Touching me? This Is Scary.” Alcohol, Fear, and Miniskirts as Risk Factors in Female Studelso demonstrated agency through actively proposing ways of raising consciousness about gender violence in the student body, and suggesting roles that men could play in the prevention of violence. The chapter concludes with recommendations for working with female students’ agentic capacities to chall作者: 聯(lián)邦 時(shí)間: 2025-3-29 09:10
2524-6445 lustrates the intimate ties that bind gender and sexuality with the social and cultural dimensions of violence, as experienced in educational settings.?978-3-030-69990-1978-3-030-69988-8Series ISSN 2524-6445 Series E-ISSN 2524-6453 作者: abolish 時(shí)間: 2025-3-29 14:02
Male University Peer Educators on Violence: Challenging and Complying with Hegemonic Masculine Norm作者: STELL 時(shí)間: 2025-3-29 16:04
Gender, Sexuality and Violence in South African Educational Spaces作者: MIRE 時(shí)間: 2025-3-29 20:29 作者: dandruff 時(shí)間: 2025-3-30 02:43 作者: Talkative 時(shí)間: 2025-3-30 05:00 作者: 走路左晃右晃 時(shí)間: 2025-3-30 09:38
Catalogue of Artificial Intelligence Toolsnclude by calling for an approach that recognises girls’ pleasurable investments in the development of their own sexuality, as well as their damaging investments, while also underscoring the need for a greater focus on younger girls’ femininity in South Africa.
