Schools and the social control of sexuality

Miceli, Melinda S.

doi:10.4324/9780203963081-57

Cited by 2 publications

(4 citation statements)

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“…Blaise 2005;Renold 2005). This might be due to little reflexivity and critical thinking skills but also hidden sexual and gender curricula (Miceli 2006) present in all courses -something that can be found in our data as well.…”

Section: Gender and Sexuality In Textbooks: Overview Of The Findings And Current Researchmentioning

confidence: 54%

“…This seems to be due to the fact that bringing up the subject of sexuality is likely to bring about fierce opposition in any school community (and beyond) (Meyer 2010: 58). Consequently, silencing issues regarding marginalization, stigmatization, and bullying of certain social groups has had disastrous effect on individuals' lives, suicide being the most dramatic one (Rosario et al 2012;Agostinone-Wilson 2010;Świerszcz 2012;Horn et al 2009;Miceli 2006).…”

Section: "The Ideology Of Gender": Demonised Gender and Closeted Sexualitymentioning

confidence: 99%

“…In light of the socio-political climate in Poland, scarce research on the construction of gender and sexuality comes as no surprise. Miceli (2006) reports on a similar situation in the USA, where sexual education has been present for some time now, yet many Catholic and Christian fundamentalists have sought to limit or eradicate sexual education from schools with the view to protecting their children against the "dangers" of sexuality and "reinstalling sexual morality to the culture" (Miceli 2006: 363). In the next section we narrow the perspective down to the EFL context in Poland.…”

Section: "The Ideology Of Gender": Demonised Gender and Closeted Sexualitymentioning

confidence: 99%

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Constructing Gender and Sexuality in the EFL Classroom in Poland: Textbook Construction and Classroom Negotiation?

Pawelczyk¹,

Pakuła²

2015

Gender Representation in Learning Materials

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Poland, as a young conservative democracy, is witnessing an unprecedented amount of public debate where 'gender' and 'sexuality' figure prominently. Both, however, tend to be perceived as foreign imports and thus fiercely contested. Consequently, the role of English as a Foreign Language (EFL) materials as well as teachers as potential mediators of markedly different Anglophone socio-politics is of paramount importance.What is more, the only Polish research examining the portrayal of women in EFL materials is that by Jaworski (1986), who exposed the abundance of sexism in EFL textbooks available in Poland at that time. Regrettably, 'sexuality' as a culturally (but not linguistically) important identity category was not addressed or recognised in the broad Polish educational context until 2012 (Świerszcz 2012). This chapter reports on two studies conducted as part of the research project entitled "Investigating Gender and Sexuality in the ESL classroom: Raising publishers', teachers' and students' awareness". The aim of the first study was to qualitatively scrutinize the discursive and multimodal construction of gender, gender relations, and sexuality in two leading illustrated Primary School EFL textbooks in Poland, along with the accompanying workbooks and teacher's books. To this end the analytical methods of

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Section: Gender and Sexuality In Textbooks: Overview Of The Findings And Current Researchmentioning

confidence: 54%

Section: "The Ideology Of Gender": Demonised Gender and Closeted Sexualitymentioning

confidence: 99%

Section: "The Ideology Of Gender": Demonised Gender and Closeted Sexualitymentioning

confidence: 99%

See 1 more Smart Citation

Constructing Gender and Sexuality in the EFL Classroom in Poland: Textbook Construction and Classroom Negotiation?

Pawelczyk¹,

Pakuła²

2015

Gender Representation in Learning Materials

View full text Add to dashboard Cite

show abstract

“…While a common belief is that education is the ‘great equalizer’, formal schooling perpetuates socioeconomic and political inequality (Anyon, 2014; Giroux & Penna, 1979; Miceli, 2006; Oakes & Rogers, 2007; Westheimer & Kahne, 2004). Bowles and Gintis (2010) describe how class inequalities shape entry points, chances of academic success, and occupational attainment.…”

Section: Introductionmentioning

confidence: 99%

‘The Problem of the Color Line’: Faculty approaches to teaching Social Justice in Baccalaureate Nursing Programs

Valderama‐Wallace

Apesoa-Varano

2020

Nursing Inquiry

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Social justice is put forth as a core professional nursing value, although conceptualizations within foundational documents and among nurse educators remain inconsistent and contradictory. The purpose of this study was to explore how faculty teach social justice in theory courses in Baccalaureate programs. This qualitative study utilized constructivist grounded theory methods to examine processes informing participants' teaching. Participants utilize four overarching approaches: fostering engaging classroom climates, utilizing various naming strategies, framing diversity and culture as social justice, and role modeling a critical stance. They deploy specific strategies, varying largely by race, educational background, and nursing specialty. A background in social sciences supports pedagogy that interrogates health inequities rather than merely raising awareness about disparities. Findings also reveal that faculty of color navigate institutional structures predicated upon colorblind racism and problematic views of culture, which many white faculty teaching non‐Community Health Nursing courses described doing. To enact social justice and be answerable to our communities, concerted anti‐oppression efforts are needed across education, research, practice, and policy. This includes sustained commitment to address colonialism and whiteness in every institution that defines, promotes, and claims to advance nursing so that we can fulfill our responsibility to address unjust systems and structures to serve our communities.

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Schools and the social control of sexuality

Cited by 2 publications

References 0 publications

Constructing Gender and Sexuality in the EFL Classroom in Poland: Textbook Construction and Classroom Negotiation?

Constructing Gender and Sexuality in the EFL Classroom in Poland: Textbook Construction and Classroom Negotiation?

‘The Problem of the Color Line’: Faculty approaches to teaching Social Justice in Baccalaureate Nursing Programs

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