Titlebook: Gender, Sexuality and Violence in South African Educational Spaces; Deevia Bhana,Shakila Singh,Thabo Msibi Book 2021 The Editor(s) (if app

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https://doi.org/10.1007/978-94-015-2917-4d a proposal to enter into a relationship (.), dominant patterns around male power tended to shape that relationship, resulting in girls’ subordination. We conclude by highlighting the need for sexuality education that takes heed of teenagers’ active investment in heterosexual relationships, and the

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https://doi.org/10.1007/978-94-015-3841-1dered descriptions of heterosexual superiority. The chapter shows the significance of sexuality and the racialising processes through which hair and dress configure in young people’s discussions about disciplinary codes at school. Implications for Life Orientation lessons are discussed in the conclu

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Foreign Literature and Linguistics,ldom challenged it. We conclude that teacher education has a crucial role to play in facilitating deeper understandings and critical reflection amongst students about the social processes that constitute sexual harassment. Preservice teachers are in a unique position to rework these into their own d

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,Introduction: Gender, Sexuality, and Violence in Education—A Three-Ply Yarn Approach,ity, gender, race, culture, poverty, class, and structural inequalities. It introduces the key themes in the chapters that comprise the book and argues that changes to dominant ideologies around gender and sexuality are required, as is the need to focus on poverty, culture, race, and class inequalit

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,“Other” Boys Contesting Hegemonic Masculinities and Violence in the Primary School, cheese boys through different forms of violence that occurred in the classroom during lessons, on the playground, during lunch breaks, and outside of school hours. We explore the social and material contours within which this violence manifested and argue that while the cheese boys are subordinated

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,Primary School Boys Validating and Resisting Hegemonic Masculinities: “I Don’t Appreciate Violence ough which masculinities are produced can destabilise violent masculinities whilst also reproducing them. I conclude the chapter with implications for developing school support mechanisms that involve providing teachers with the necessary training to assist primary school boys to negotiate masculini

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