Exploring a Taboo of Cultural Reproduction

Autor/in	Holligan, Chris
Titel	Exploring a Taboo of Cultural Reproduction
Quelle	In: British Journal of Sociology of Education, 39 (2018) 4, S.535-550 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2017.1367270
Schlagwörter	Foreign Countries; Cultural Influences; Gender Issues; Identification (Psychology); Females; Victims; Sexual Abuse; Teacher Behavior; Power Structure; Sexuality; School Culture; Social Theories; Feminism; Crime; Elementary Secondary Education; Violence; Qualitative Research; Statistical Analysis; Personal Narratives; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Cultural influence; Kultureinfluss; Geschlechterfrage; Weibliches Geschlecht; Victim; Opfer; Sexueller Missbrauch; Teacher behaviour; Lehrerverhalten; Sexualität; Schulkultur; Schulleben; Gesellschaftstheorie; Feminismus; Crimes; Delict; Delicts; Delikt; Gewalt; Qualitative Forschung; Statistische Analyse; Erlebniserzählung
Abstract	Cultural reproduction is rarely, if ever, theorised through clandestine practices of sexual offending by teachers in the gendered hierarchies of state schools. Drawing upon Freedom of Information requests and other official qualitative data provided by a U.K. teaching council, this article endeavours to explain the form of a gendered cultural reproduction by reference to the diversity of ways in which identities are constructed and 'contracted' for female student victims. The article begins by looking at this taboo subject matter in the context of a historical patriarchal order and cultures of heterosexuality in schools, followed by a feminist perspective through which empirical theorisation is documented. Michel Foucault's work on the micro-physics of power and normativity informs the emphasis of the contemporary feminist prism. It is argued that this offending occurs under the auspices of the professional teacher-student hierarchy and produces distinctive and damaging power effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01