Structures for Care and Silenced Topics: Accomplishing Gender-Based Violence Prevention Education in a Primary School

Autor/inn/en	Dadvand, Babak; Cahill, Helen
Titel	Structures for Care and Silenced Topics: Accomplishing Gender-Based Violence Prevention Education in a Primary School
Quelle	In: Pedagogy, Culture and Society, 29 (2021) 2, S.299-313 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dadvand, Babak) ORCID (Cahill, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1732449
Schlagwörter	Violence; Gender Bias; Elementary School Teachers; Teacher Role; Elementary School Students; Barriers; Family Violence; Stress Variables; Parent Attitudes; Leadership Responsibility; School Culture; Professional Development; Collegiality; Holistic Approach; Teamwork; Controversial Issues (Course Content); Caring; Well Being; Altruism; Sexual Identity; Diversity + Suchen Sie Ihr Suchwort? Gewalt; Geschlechterstereotyp; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Elternverhalten; Schulkultur; Schulleben; Kollegialität; Holistischer Ansatz; Controversial issues; Kontroverse; Care; Pflege; Sorge; Betreuung; Well-being; Wellness; Wohlbefinden; Altruistic behavior; Altruismus; Geschlechtsidentität; Sexuelle Identität
Abstract	Little is known about the conditions that enable teachers to educate others about the troubling issue of gender-based violence. This paper discusses the centrality of "structures for care" for fostering the willingness and capacity of primary school teachers to initiate classroom talk about this sensitive and silenced issue. Drawing on interviews conducted over 3 years with five teachers and two leaders in a primary school in a culturally and religiously diverse community in Melbourne, Australia, barriers to teaching about gender diversity, gender-based violence and family violence are discussed. This includes teachers' and leaders' anxiety about triggering distress and fears about parental backlash. School-level structures that enabled action in the face of challenge are identified, including committed leadership, collaborative organisational culture, ongoing in-house professional learning, compassionate collegial relationships and proactive programme provision. We discuss the implications for those supporting school-wide interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01