Adults' Complicity in Limiting Students' Understanding of Sex, Gender and Sexuality at School

Autor/in	Mayo, J. B., Jr.
Titel	Adults' Complicity in Limiting Students' Understanding of Sex, Gender and Sexuality at School
Quelle	In: Sex Education: Sexuality, Society and Learning, 16 (2016) 1, S.105-110 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2015.1094944
Schlagwörter	Stellungnahme; Sex Education; Sexuality; Power Structure; Gender Issues; Student Attitudes; Attitude Change; Curriculum; Homosexuality; Social Media; Sex Stereotypes; Telecommunications; Critical Theory; Teaching Methods; High School Students; Clubs; Elementary Secondary Education; Teacher Role + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Geschlechterfrage; Schülerverhalten; Attitudinal change; Einstellungsänderung; Curricula; Lehrplan; Rahmenplan; Homosexualität; Soziale Medien; Telekommunikationstechnik; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Club; Klub; Lehrerrolle
Abstract	This article is a commentary on the seven papers in this special issue of "Sex Education." A compelling theme interwoven throughout all the articles in subtle and explicit ways is the role that adults play in the lives of students, particularly in the ways in which adults impact how students enact and respond to the multiple manifestations of sex, gender, and sexuality present throughout the school. It is also significant the degree to which well-meaning educators are simultaneously creators of change and complicit actors in sustaining discourses and power dynamics that run counter to their efforts to effect change. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01