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Fida Sanjakdar 《Sex education》2013,13(3):261-275
This paper reports on a study that examines how a group of teachers at a Victorian Islamic College deliberated on how to develop an appropriate sexual health education curriculum for their Muslim students. Teachers found themselves challenged by the current restrictive curriculum structures, policies and practices at their school. They also found themselves struggling with embedded student cultural understandings and traditions of sexual health that contradict Islamic teachings as stated in the Qur'an and Hadith. In contemplating the possibilities of a sexual health curriculum from an Islamic perspective, teachers desired to confront longstanding political issues and hegemonic structures at their school to enable the search for a solution to a curriculum problem and construct the conditions necessary for its sustainability. 相似文献
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Fida Sanjakdar 《Sex education》2013,13(1):16-29
Homosexuality is widely perceived among many Muslims as a ‘western disease’, a natural outcome of the West's secularity and cultural degeneracy. In spite of the emergence of more liberal attitudes towards sexual differences in modern times, moral issues have not lost their relevance in polemical discourse against homosexuality among many Muslims. The heightened visibility of homosexuals, together with the decriminalisation of homosexuality, lie at the heart of Muslim objection; such movements towards the acceptance of homosexuality are viewed as a concerted and unified homosexual front attempting to squeeze out the hegemonic heterosexual norm. The common response among many Muslims to remedy this perceived ideological corruption is to resort to Islamic doctrine, which prohibits homosexuality and gives merit to heterosexism. This paper reports on some findings from a study by the author which examines how a group of Australian Muslim teachers deliberate on how to include studies on homosexuality as part of a wider dialogue on developing comprehensive sexuality education for Muslim youth. In their deliberations, teachers craft pedagogies which appropriate moral frameworks and expressions of embracing sexual difference. These pedagogical propositions give insight into how teachers generate epistemological, ethical and ontological approaches to critical thought about the subject. 相似文献
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The paper discusses an on-going research project that studies students＇ and teachers＇ conceptions and dispositions of mathematics. Conceptions are the views that students hold on a subject, and what they believe is required in learning and doing the subject. Dispositions are the beliefs or tendencies to exhibit a frequent, conscious and voluntary behavior directed towards learning a subject. The participants are high school students, higher education students and mathematics teachers. The study utilizes self-reporting tools as well as focus groups and interviews in a three-stage research model. This is a work on progress. Results to date are briefly discussed. 相似文献
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Stability and change of moral disengagement were examined in a sample of 366 adolescents from ages 14 to 20 years. Four developmental trajectories were identified: (a) nondisengaged group that started with initially low levels followed by an important decline, (b) normative group that started with initially moderate levels followed by a decline, (c) later desister group that started with initially high-medium levels followed by an increase from 14 to 16 years and an even steeper decline from 16 to 20 years, and (d) chronic group that started with and maintained medium-high levels. The results attest that adolescents who maintained higher levels of moral disengagement were more likely to show frequent aggressive and violent acts in late adolescence. 相似文献
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Fida Sanjakdar 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):393-407
This article conceptualizes religion as a critical theory challenge to sexuality education. Religious views in sexuality education are often perceived as intolerant and incompatible with today’s progressive and modern society. This article engages with the idea that the inclusion of religious viewpoints on sexuality will challenge the efficacy of current sexuality education in Australia and New Zealand school contexts, to create a more contemporary and inclusive learning experience that caters for all students’ sexual needs and lives. Utilizing a critical theory lens, I demonstrate how religion can challenge dominant views of sexuality education, introduce alternative modes of content and delivering, promote critical thinking skills and more egalitarian ways of learning about sexuality. Drawing on data collected from Australian and New Zealand public schools, this article endeavors to reframe current discussions of the relationships between religion and sexuality education. 相似文献
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