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Peer regulation of teenage sexual identities 总被引：2，自引：0，他引：2
This article examines the teenage policing of heterosexuality in schools and contributes to debates about teenage sexual moralities and heterosexual male agency. It reports on a qualitative study in England of the collective sexual values of 12‐ to 13‐year‐olds and 14‐ to 15‐year‐olds. Focus group interviews indicated that pupils developed a consensual sexual morality through collusive sex talk. Homophobic and misogynistic views and verbal abuse were found to be key instruments of teenage peer regulation of sexual identities crossing class and ethnic boundaries. We found that the ‘official’ discourse of sex education did not relate to teenage lives. Anxieties about heterosexual masculinity and girls' sexual agency were conveyed by some boys through verbal sexual harassment—a form of behaviour regarded as intimidating yet normal. While white and Asian boys were more conservative in their views about marriage than girls, white and Asian girls struggled to resist heterosexual masculine power through career aspirations, by questioning marriage and being informed about sexual issues. 相似文献
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How is lesson planning useful? This research study used Cultural Historical Activity Theory and intersubjectivity to answer this questions. This research explored to what extent teacher candidates' lesson plans (i.e., alignment among objectives, assessment, and instruction), and analyses of assessment data mediate their thinking about students' learning needs. Four to five daily lesson plans with corresponding videos and commentaries from 10 elementary school (K–6) teacher candidates were used in this study. Qualitative analyses revealed that teacher candidates seldom considered their students' learning needs and seldom anticipated how instructional activities facilitated students' thinking. One teacher candidate, however, used assessment data to consider students' learning needs and to plan future lessons to meet students' learning needs. The implication of research findings suggest that teacher education programs must improve in developing teacher candidates' skills of aligning lesson plan features and using assessment data as tools to mediate their thinking about students' learning needs. 相似文献
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We believe that teacher credential programs and, specifically, educational psychology courses should encourage future teachers to act in ways that promote social justice within their school communities as well as the community at large. In this article, we share how we respond to students' concerns, how we infuse a social justice orientation in our educational psychology courses, and how we struggle to attain a social constructivist perspective in a standards-driven context where we find our community of learners. 相似文献
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Deborah Chambers Joost van Loon Estella Tincknell 《British Journal of Sociology of Education》2004,25(5):563-576
This paper examines the discourses of morality drawn on by secondary school teachers in England to describe their attitudes to pupils' developing sexual identities. Although teachers recognized their own formative role in the sexual socialization of pupils and identified homophobic attitudes among boys, they were ambivalent about how far they could intervene in homophobic bulling in school. However, they failed even to recognize the widespread misogynistic bullying of girls by boys as a problem. Teachers expressed anxieties about girls' ownership of sexual knowledge and sexual agency while perceiving boys to be sexually immature and less ‘responsible’. We explore possible reasons for teachers' neglect of misogynistic bullying and their labelling of girls as sexually precocious. We argue that the discourses shaping teachers' attitudes to sexual morality and sex education were largely embedded in a form of liberal individualism that impeded them from confronting the structurally reproduced relations of gender domination. 相似文献
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