Literaturnachweis - Detailanzeige
Autor/inn/en | Yurko, Kathleen Colantonio; Adams, Brittany; Boehm, Shelby; Miller, Henry |
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Titel | Boundaries, Objectification, and Gender Norms: Addressing Sexual and Gender-Based Harassment with Middle Grade Literature |
Quelle | In: Middle School Journal, 54 (2023) 1, S.23-31 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0094-0771 |
DOI | 10.1080/00940771.2022.2142003 |
Schlagwörter | Sexual Harassment; Middle School Students; Middle School Teachers; Beliefs; Course Content; Social Influences; Cultural Influences; School Policy; Sexual Abuse; Social Attitudes; Personal Space; Literature; Teacher Behavior; Student Behavior Sexuelle Belästigung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Kursprogramm; Sozialer Einfluss; Cultural influence; Kultureinfluss; Schulpolitik; Sexueller Missbrauch; Social attidude; Soziale Einstellung; Intimsphäre; Literatur; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten |
Abstract | In the following article the authors detail important concepts surrounding sexual harassment when teachers address such topics in their classrooms. The article considers activities and resources for teachers that should be taught to middle school students in tandem with the literary titles. Middle grades literature, when paired with intentional pedagogy, can be one of many tools middle school educators use to identify and challenge ideas, beliefs, norms, and actions that perpetuate sexual violence. This article uses four fictional titles to address content and concepts with middle grades learners. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |