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NCRB Research Seminar/ Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Jenny Kangasvuo University of Oulu Address: Virkakatu 5 C 2 90570 Oulu, Finland Tel: +358-8-554 22 47 E-mail: [email protected] ABSTRACT Increasing Awareness in Educational Organisations of Sexualised and Gendered Violence -publication and web project 2001-2002 The aim of the project is 1) to increase public and scientific awareness of sexualised and gendered violence in educational organisations, 2) to develop communication between existing research networks and 3) to produce a publication, which is suitable educational material for pedagogical studies. The context of the publication is the change in sexual culture. The main points are gendered and sexualised violence in different educational organisations, sexual violence towards children, children and young adults as victims of prostitution, violence in religious and traditional communities and homophobia and heterosexism as forms of violence. Articles will be published on a web site and as a book. The aim of the project is to raise awareness of sexualised and gendered violence in educational organisations, and to look for ways to prevent violence. In Europe there is not a great deal of teaching material on gendered and sexualised violence based on scientific research and suitable for higher education. The project will produce such material. This teaching material will raise educational organisations’ personnels’ the public and scientific awareness of gendered and sexualised violence. The aim of the project is to change attitudes and prevent violence in the entire society. A website and a discussion group will be created during the project. These will give children and young adults that are suffering from gendered and sexualised violence, a possibility to become a part of the research project and to speak up. The website will also be used for collecting research data. Furthermore the project will bring forward research that has already been conducted, and employ young female researchers. NCRB Research Seminar/ Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Alexandra Anissimova Crisis Center 13 a Zinovjeva Str., Apatity, 184200 Russia Tel: +7-815-5540970; Fax: +7-815-5576358 E-mail: [email protected] ABSTRACT Description of cases of sexual violence toward children and difficulties appeared in process of work with children Sexual violence toward children had been the subject of attention for many years only for a narrow circle of experts but closed for the general public. Statistics about the frequency of sexual violence cases toward children don’t give a complete description of this crime in Russia. Unfortunately, this phenomenon is much more spread, than its considered being. In 2001 I worked with 5 children, who had been the subjects of sexual violence both in and out of the family. They all are from problematic families and were sent to shelter for children. Another case happened in September, when a 7-year-old boy, who’d been abused by his brother, appealed to our centre. I had some difficulties, of course, while working with such children. It was painful for me to speak with children about sexual violence, because I constantly tried to cope with my confusion while describing genitals or act of violence. I think, that I should realize first of all by myself my ideas of violence and get over my confusion. It was easier for me to work with teenagers, who were able to talk by themselves about their troubles, because their understanding of the violence situation and their knowledge in sex is higher. It was more difficult to work with children of 7-9 years old. I didn’t know, what terms to use in that case, what they knew about sex. To prevent sexual violence toward children it is necessary to convey seminars for teachers, medicals and parents, which may let them know how to diagnose an abused child and help him. We shall probably compile a booklet revealing this problem. NCRB Research Seminar/Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Mervi Heikkinen Faculty of Education P.O.Box 2000, 90014 University of Oulu, Finland Tel: +358-8-5533604; Fax: +358-8-5533600 E-mail:[email protected] ABSTRACT Sexual harassment as an organizational phenomena in educational organisations My research interest lay on the ground of organizational approach that I am applying to university. University as other traditional large organizations army and monastery, have been excluding women. In Finland women got their right to sign in to University 100 years ago 1901. In these organizations mentioned above sexuality have been banished and there is a silence of sexuality. Sexuality and emotions has been seen disrupting the ideal functioning of organization. According the research made gender and sexuality are structural elements in organization that are leading personnel's behavior. Sexual harassment is a part of organizational function that produces gender and sexuality. In Finland sexual harassment has been researched especially on 90's in Universities of Helsinki, Kuopio and Oulu. Feminist organizational research has been made since the beginning of 20th century. 1970's research was done in factories and jobs within organizations. University is by its organizational structure near of the function of the large work organization. Studying, teaching and researching are the main occupation for most of the people that work daily at the university. My goal is to research by applying organizational concepts to university and to point out some structural agents that creates hostile climate and subordination especially for women. In feminist organization theory topics to discussed are organizations' dual structure of bureaucracy and patriarchy, and the political fiction of universal "individual" or "citizen" that is constructed from a male body. Organizations are central shaping contemporary society. Experiences in work or educational organizations forms their understandings of themselves as societal beings. Sexual harassment is organizational phenomena and by organizational arrangements and decisions. The results of the research may use in planning and development of educational organizations. NCRB Research Seminar/Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Tuija Huuki The Department of Educational Sciences and Teacher Education P.O.Box 2000, 90014 University of Oulu, Finland Tel: +358-8-5533814; Fax: +358-8-5533744 E-mail: [email protected] ABSTRACT The representations of masculinity and femininity of school pupils I am a postgraduate student in Vappu Sunnari’s research project “Gendered violence in schools and teacher education”. The project concentrates on school violence from the perspective of power and the representations of femininity and masculinity. In the workshop, I would like to have a presentation on the representations of femininity and masculinity of school pupils. During recent years, Connel’s thoughts of hegemonic masculinity and emphasized femininity have been widely discussed. According to Connel (1995, 77), the pattern of hegemonic masculinity is having the leading role, while women – as well as some forms of masculinities, homosexuals for instance – embody the subordinate position in Western gender order. Duncan counters this view of lack of feminine hegemony. Duncan thinks that despite the global subordination of women by men, there can still exist a hierarchy of femininities which exerts dominance over some masculinities some of the time, as well as oppressing other forms of femininities. According to him, the concept of hegemony is useful but not entirely satisfactory in all areas of life. (Duncan 1999, 137.) At the moment I am starting the empirical part of my study, and would like to discuss these themes on the basis of a small-scale data of 20 drawings and short narratives from field visits with sixth-grade students. In my presentation, the aim is to consider following issues through the pupils’ work: What are the representations of masculinity and femininity that can be found in the pictures? Can there be seen any sex-role stereotypes in the drawings? Can this kind of data be used as a way of collecting information on the subject? Is it possible to draw any conclusions on the representations of masculinity and femininity on the basis of these drawings? NCRB Research Seminar/Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Sari Manninen The department of Educational Sciences and Teacher Education University of Oulu, Finland Iidesranta 32 A27 33100 Tampere Tel. 03-2533486/ 040-5527169 E-mail: [email protected] ABSTRACT The representations of masculinity and violent behaviour of immigrant boys The aim of my study is to examine the concepts of masculinity, power and gendered violence in the context of a school environment. The research will be part of the project “Gendered power relations and violence in schools and teacher education” led by Dr. Vappu Sunnari. One aspect of my study is the representations of masculinity among immigrant and finnish boys and the question how these representations are connected to gendered violence at school. According to R.W. Connell men from ethnical minorities are subordinated to hegemonic masculinities (Connell 1995, 143). The sex-role stereotypes that are often associated with masculinity are dominance, competitiveness, aggressiveness, heterosexuality, physical force, courage and the control of certain feelings (Nicolson 1996, 13; Jokinen 2000, 217). In the workshop my presentation would focus on representations of masculinities among immigrant children and how these representations relate to violent behaviour. Moreover, I would analyse the existence of the sex-role stereotypes in the representations of masculinities among immigrant boys in comparison with finnish boys. The research questions are the following: 1. What is school violence among 7-8 years old boys? 2. What part of it is gendered violence and how it represents itself? 3. What are the representations of masculinities among Finnish and immigrant adolescent boys? 4. How are the representations of masculinity and power bound up with the gendered violence? 5. Which cultural determinants establish to be significant in the matter of early stages of violent situations and the representations of masculinity? NCRB Research Seminar/Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Natalia Potapova Pomor State University Department of Social Work Arkhangelsk, Russia Tel: +7-818-2654262; Fax: +7-818-2654000 E-mail: [email protected] ABSTRACT Teachers’ attitude to the problem of sex education of school children Sex education at school is necessary and there is no need to deny this. Pedagogical collectives are faced with several problems connected with sex education: Working out a program of sex education. It is important to define priority directions and determine the topics that shouldn’t be touched upon in a school course. Attaching the course to the teachers of certain specialization or dividing the course into several topic areas and attaching these topic areas to the teachers of different subjects. Informational, methodological and psychological readiness of teachers to conduct the course. In considering these problems a poll was taken among the teachers, who were being retrained to social teachers. The teachers of a classical gymnasium were taken as a check group. The group of social teachers attended lectures devoted to the following topics: * sexual identification of adolescence and its breach; * conduction of the course «Sex education» at school; * sexual violence among adolescence. The questioning was made after these special lectures. The research showed that informational preparedness of the teachers had increased in comparison with the check group. The teachers of the experimental group met difficulties 3 times less frequent while answering a questionnaire than those of the check group. At the same time the teachers of the experimental group expressed more definitely their attitude to the topics that, to their mind, are not important in the school course of sex education. Significant differences were noticed in the answers to the questions dealing with the following topics: * attitude to sexuality without prejudice; * establishment of harmonious sexual relationships; * tolerance to different forms of sexuality; * increasing the level of information and understanding in the questions of sexuality; * ability to discuss openly the questions of sexuality. It is necessary to mention here that these topics were emphasized during the teacher training. Yet, there is no significant difference in psychological readiness of the teachers to conduct the course of sex education between the experimental and the check groups. Practically all the teachers insist that family should take on the main part of child’s sex education. A half of all the teachers questioned declared that it was difficult for them to speak with pupils on the topics of sex. Thus resulting from these facts we can make a conclusion: Schoolteachers realize the necessity of sex education course at school. There is a real opportunity to increase the level of information of teachers on the questions connected with sexuality through teacher training courses. An increase in the level of information doesn’t lead to the improvement of psychological readiness of teachers to speak on the topics of sexuality with children and adolescence. In order to overcome this problem special trainings should be held to get rid of psychological barriers. NCRB Research Seminar/Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Marina Repina, Departmen tof Educational Sciences and Teacher Education, University of Oulu Address: Kylmäläntie 1, 91800 Tyrnävä, Finland Tel: +358-040-8486345 E-mail: [email protected] ABSTRACT Gender identity forming and violence of male adolescents with behavioural difficulties Within the research there is a distinctive attribute such as representation of masculinity and femininity as a semantic construct among adolescents. Discussion around gender conception partly placed on the acquisition of gender conception and competencies. There are issues, which establish, knowing a stereotype does not necessary mean that one strives to behave in accordance with it (Bandura, 1986). People do not passively absorb gender role conceptions from whatever influences happen to impinge on them. Rather, they conduct generic conceptions from the diversity of styles of conduct that are modelled, evaluatively prescribed and taught by different individuals or by even the same person for different activities in different contexts. People do not get environmental influences only consciously. The semantic significance and meaning of “man”, “woman”, “opposite sex”, constructed by adolescents with behavioural difficulties, are in aim to search by projective method “Semantic differential”. NCRB Research Seminar/Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Anu Tallavaara Department of Educational Sciences and Teacher Education P.O.BOX 2000, 90014 University of Oulu, Finland Tel: +358-8-5533814; Fax: +358-8-5533744 E-mail: [email protected] ABSTRACT Power and school violence – practical perspectives I am a postgraduate student working currently in the project of Gendered Violence. The project concentrates on school violence from the standpoint of power and the representation of femininity and masculinity. My master thesis handled power and the formation of power relations among student teacher in their first practising period. In my present study, I continue working with power issues along with school violence and the representations. In the workshop I would like to make a presentation on power. I would map out some theories on power and link them with school violence. I would like to awake discussions on the topic. Steven Lukes has an engrossing aspect into power discussions. He divides power in three dimensions from observable conflicts to latent conflicts, from conflicting issues to potentially conflicting issues. His thinking can evoke some ideas in feminist school violence work. Furthermore, Emma Zapata and her co-writers in “Women and Power: Fighting Patriarchies & Powerty”, as well as Norwegian Kristen Reisby, see different ways of using power. The traditional – patriarchal - way of understanding power is power over other people, now women bring new ways to view power - as power within, power to and power with. Furthermore, I intend to bring up Foucault’s interesting concept of biopower. Above mentioned views on power I would like to bring in to the concrete level of every day school work. Doing this I will use my own experiences as a schoolteacher as well as data from our pilot study of school violence. NCRB Research Seminar/Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Olga Tillman Crisis Centre – Bridges Mercy Vyucheiskogo st. 31-18, Arkhangelsk, 163060 Russia Tel: +7-8182-2654262; Fax: +7-8182-2654262 ABSTRACT Sexual harassment at school Purpose: To study if sexual harassment exists at school and in what way it is present there. Object of research: pupils of 3 – 9 grades in one of Arkhangelsk secondary schools 196 persons took part in the survey, which was conducted in grades from 3 to 9. According to the sex criterion they were 96 boys and 100 girls. The pupils were asked one question: «What don’t you like in the behavior of the opposite sex». Boys were to answer what they didn’t like in girls’ behavior towards themselves and the girls – vice versa. The analysis of the survey’s results has revealed a problem in relations of sexes. Both boys and girls told that they experience some violent actions of physical, verbal and psychological character. Beginning their social relations between the sexes at school children acquire habits of communication with each other and then get stereotypes of sexual behavior. At present school doesn’t provide sexual education, which is limited only by such a circle of questions as biological mechanism of reproduction, infection diseases, contraception and other appropriate facts of «social hygiene». It has nothing to do with a complicated problem of development of sexual culture in relations. Children don’t acquire skills of adequate interrelations of sexual character. According to the survey pupils don’t even realize that many of their actions are of sexual context. In their answers to the question what they didn’t like in the behavior of the opposite sex pupils told that most often they experienced unwanted actions of physical character. These actions were expressed in different forms by both sexes, such as: pushing, kicking, hitting, pulling the hair, spitting into faces, taking ones’ things without permission, throwing them down from tables. 79% of girls and 117% of boys behaved in such a way towards the opposite sex. Unpleasant verbal actions are at the second place in children’s responses. The most spread are swear words, then crying, teasing, calling by surname or all sorts of names. 99% of girls suffer from boys’ verbal violence – they are the most suppressed and 65% of boys experience girls’ verbal violence. Besides physical and verbal actions there are unpleasant actions violating pupils’ personality when they experience criticism, discussion of their appearance, lies, cheating, mockery, pestering, bothering on behalf of the opposite sex. 50% of boys and 53% of girls mentioned this kind of violence. It’s necessary to emphasize that from 5 to 8 grades girls experience increased use of swear words of sexual character towards them. At present a swear word is the most typical sign of sexual complex in the modern society. Pupils’ threshold of sensitivity to social and cultural norms of interrelations between the sexes decreases when they get used to swear words in their vocabulary. Beginning from the 6 grades both girls and boys mention the features of sex-role identification in each other. Boys pay attention that girls begin to «show off», «be fretful», and girls – that boys dare to touch them, raise their skirts, don’t let them go impolitely. This testifies that children’s cultural skills of behavior are not developed according to male and female models. There is no cultivation of moral responsibility for one’s behavior and for consequences of made solutions in relations with persons of the opposite sex in the growing generation. Beginning from the 5 grade there appears at first a small percentage (1 – 2 persons) of boys who like any actions on behalf of girls. They don’t consider unpleasant anything in relation to them. Till the 9 grade this quota grows up to 50% of boys. Thus, pupils don’t know the essence of male and female features of personality and the corresponding socially appropriate sex-role behavior. And this makes the process of their socialization more difficult, causes development of violent treatment, and leads to the problem of sexual discrimination in the society. NCRB Research Seminar/Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Maria Styleva Centre Prijut Tel: +7-814-2750961; Fax: +7-815-233121 E-mail: [email protected] ABSTRACT The conflict of the real wishes and social stereotypes in ideas of a man and a woman, or forming androginism of schoolchildren of teen age (results of the research) This year we have had a research in order to find out social stereotypes of school teenagers. The subject of the research is compositions. Schoolchildren were offered to write a composition on the following theme: for girls – “ If I were a boy...” and for boys – “If I were a girl...” and a little bit later they were offered to write a composition on the theme: ”My idea of girls...” and “My idea of boys...». The object of the research is a pupil of the 5th form (30 persons), 11-12 years of age, school of Murmansk. The results of our research show, that gender ideas of young teenagers are stereotyped, i.e. it reflects traditional imagination, which exists in society. Boys’ and girls’ ideas of each other sex are based on the existed ideas, expectations and standards which the society brings forward men and women, i.e. based on the stereotypes of the patriarchal society. In the boys’ compositions there is a psychological stereotype of masculine: boys are stronger then girls and that’s why man is the head of the family. The girls are different (20%), good, the best creatures on the Earth, because they become mothers, and mama is the most sacred person. Woman’s organism is weaker, then that of man, sometimes girls annoy. Boys consider themselves strong and the other sex – weak. Boys are stronger, because girls’ organism is weaker, that’s why man is the head of the family. Girls consider boys to be different (30%), they like kind and clever boys. They interpret them as future defenders and accept them as stronger sex. Girls give uncertain appraise to their and the other sex. They do it using narration of that perspective, which is defined and encouraged by society for boys through the accessible kinds of activity, professions of boys etc. There is also a discontent of that perspective, which defined secretly for girls by society. However, girls already definitely define how the society conceives them and what it waits of a woman, defining her status and role – “We women are future wives and mothers”. “Women’s” kinds of activity, which boys enumerate are: go shopping, laundry (14,2%), doing about the house (14,2%), ironing (14,2%), knitting, sewing (14,2%), cooking (14,2%), keeping on diet, organizing holidays. Each of this kind of activity – forms 50% that is represented in boys’ compositions. It shows how gender roles are divided in families. Mothers run the house, and fathers earn money. In girls’ compositions such “men’s” kinds of activity are represented: fighting, doing well, defending girls (20%), playing with toy-cars, planes, tanks (27%), attending computer clubs, going in for sport (50%), serving in the army, nailing, sawing (14%), sharpening, drilling (14%), sailing and be sailors. It should be noticed that sport is considered to be men’s sphere of activity especially hockey, volleyball, karate, bocks and others (89%). For girls sport is the form to solve contradictions in relations with boys and other conflict situations. Girls in their compositions name such kinds of activity that could be done by boys, but are done by girls: help in the running the house, peeling the potatoes, go shopping, take care of smbd. The traits of character, which girls should posses in boys’ minds are: kindness 80%, wit 40%, industriousness, responsibility, modesty, honesty, justice, patience. But we would like to notice that during young school teenage gender ideas, roles, and models of behavior are forming. But a child may combine in himself traditionally men’s and women’s traites of character. So, teenagers have inclination for androginism. It allows for pedagogues, psychologists and parents to change the content and methods of teaching upbringing and forming gender ideas of children. NCRB Research Seminar/Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Irina Grunicheva Social and Up-bringing Problems Department, University Lyceum, Petrozavodsk State University E-mail: [email protected] ABSTRACT In-service teachers' approaches to gendered violence and building in school in the context general adolescents up-bringing I would like to divide my presentation into 6 parts: 1. Additional educational programm "School as an open place for tolerance and dialogue" practical implementation. Creation of furter collaborative projects. 2. A year-round school project "Say "No" to violence and bulling" in the framework of the UNESCO multilingual projects. 3. Action research methodologies. "Q-sort technigue" as a research instrument and a tool in gendered violence conflict management. 4. Sexism and violence in school and adolescents' reproductive health and sexual up-bringing in Karelia. Facts and anaysis. 5. Gendered violence in Adolescence. Mass media influence (nterviews research). 6. Perspectives of in-service and preservice joint teacher-training, which main aim is to prepare teachers to be aware of the issues of gendering, sexism and sexual violence and harassment in school environment and the ways they are bound in every day school life (together with Olga Ilgunova). NCRB Research Seminar/Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Olga Ilgunova Karelian State Pedagogical University, Department of Psycology E-mail: [email protected] ABSTRACT Sexism and gendered violence research in school and family environment The research has been carried out in the following main directions: 1. Gender aspect: personal and behaviour pecularities of children exposed to family violence. Differences in masculinity and feminity symptoms. 2. Parent-child relationship. Gender dependent existence. Mother/father to son/daughter violence scheme. 3. School teachers. Gender-based preferences in student-teacher relationship. 4. Active research methodologies: tests, observations, experiments, questionnaries, situations modeling, fairy-tale therapy, dynamic therapy. NCRB Research Seminar/Network Gendered Violence in Schools and Teacher Education in the Barents Region, Oulu November 2001 Vappu Sunnari Department of Educational Sciences and Teacher Education P.O.Box 2000, 90014 University of Oulu, Finland Tel: +358-8-5533720; Fax: +358-8-5533744 E-mail: [email protected] ABSTRACT Heterosexism and sexual harassment as hidden forms of monoacculturating educational environments and constructing and maintaining heteronormative hierarchies in those contexts Sexual harassment is a topic of an increasing international interest during last two decades and of an increasing interest in Finland, too, during the last decade. A special reason for that in Finland was that a cause of sexual harassment was added into the Finnish Equality Act in 1995. According to the clause an employer must - to the best of his/her abilities - make sure that no employee shall be subject of sexual harassment in the workplace. The term sexual harassment was introduced first in working life context, and it was seen to be characterised by unwanted conduct of a sexual nature, or other conduct based on sex/gender affecting the dignity and security of the harassed person(s) and groups, and the atmosphere of the working environments. Heterosexism is a term introduced to characterise in more details the nature and the ideology of the culture producing the phenomenon. My aim in my presentation is to discuss the concepts of hetero-sexism and sexual harassment the forms -and especially the hidden forms - of heterosexism and sexual harassment that monoacculturate educational environments and construct and maintain heteronormative hierarchies in those contexts.