A Feminist Inquiry into Canadian Pre-Service Teacher Narratives on Sex Education and Sexual Violence Prevention

Autor/in	Almanssori, Salsabel
Titel	A Feminist Inquiry into Canadian Pre-Service Teacher Narratives on Sex Education and Sexual Violence Prevention
Quelle	In: Gender and Education, 34 (2022) 8, S.1009-1024 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almanssori, Salsabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2022.2101195
Schlagwörter	Foreign Countries; Preservice Teachers; Sex Education; Sexual Abuse; Violence; Prevention; Feminism; Elementary Secondary Education; Higher Education; Teacher Education Programs; Teacher Behavior; Educational Needs; Teacher Role; Sexual Harassment; Risk; Sex Stereotypes; Course Content; Canada + Suchen Sie Ihr Suchwort? Ausland; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexueller Missbrauch; Gewalt; Prävention; Vorbeugung; Feminismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher behaviour; Lehrerverhalten; Educational need; Bildungsbedarf; Lehrerrolle; Sexuelle Belästigung; Risiko; Kursprogramm; Kanada
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01