A feminist inquiry into Canadian pre-service teacher narratives on sex education and sexual violence prevention

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Gender and Education Pub Date : 2022-07-15 DOI:10.1080/09540253.2022.2101195

Salsabel Almanssori

引用次数: 3

Abstract

ABSTRACT This research uses feminist methodology to investigate the multi-contextual narratives of pre-service teachers in sex education when they were K-12 students, their emerging understandings of sex and sexual violence, and their experiences learning about prevention in undergraduate and teacher education. Participants experienced inadequate sex education in K-12 school, where they learned about sex and sexual violence through the margins of rather than the formal curriculum, leading to difficulty negotiating sexual ethics and developing sexual citizenship. Participants critically reflected on their own teachers’ discomfort with teaching about sex and addressing incidences of sexual violence, as well as on the absence of prevention education in the teacher education. They had limited understandings of sexual violence and expressed desire to learn more as they emerge into their teacher roles, to do better than their teachers did. Implications include the need for mandatory integration of prevention education throughout the teacher certification curriculum.

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加拿大职前教师性教育与性暴力预防叙事的女性主义探究

摘要本研究运用女性主义研究方法，调查了职前教师在K-12学生时期性教育的多情境叙述、他们对性和性暴力的新理解，以及他们在本科和教师教育中学习预防的经历。参与者在K-12学校的性教育不足，在那里，他们通过边缘而不是正式课程来学习性和性暴力，导致难以协商性道德和发展性公民。参与者批判性地反思了他们自己的老师对性教育和性暴力事件的处理感到不舒服，以及教师教育中预防教育的缺失。她们对性暴力的理解有限，并表示希望在成为教师后能学到更多，比老师做得更好。其影响包括必须在整个教师资格认证课程中强制纳入预防教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gender and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

9.10%

发文量

期刊介绍： Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.