By Deevia Bhana (auth.)
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Extra info for Gender and Childhood Sexuality in Primary School
Buckingham and Philadelphia: Open University Press. Human Rights Watch. (2001). Scared at school: Sexual violence against girls in South African schools. New York: Human Rights Watch. Hunter, M. (2010). Love in the time of AIDS: Inequality, gender, and rights in South Africa. Bloomington: Indiana University Press. , & Scott, S. (2010). Theorizing sexuality. Maidenhead: McGraw-Hill Open University Press. , & Prout, A. (1998). Theorising childhood. Cambridge: Polity Press. Kane, E. W. (2013). Rethinking gender and sexuality in childhood.
The dominant teaching discourses are different but they overlap as mutually supportive and interconnected grids as the example of children’s gendered socialisation is explained below: Mrs B: So the problem with gender is that there are different home values brought to school. If there is a certain idea at home, you can sow seeds in the classroom, but you can’t change. Besides, if certain people think that way about gender, it is not our right to change it. Mrs B’s perspective is inextricably linked to the conceptualisation of power as ﬁnite.
While the focus here is on speciﬁc teacher-generated discourse I give this school a special status as it was one most punctuated by violence and the least friendly in gender terms. Black Girls and Culture: We Must not Look into the Eyes of a Male At KwaDabeka Primary School gender power relations are culturally manifested. Mrs G: No, there is no difference to gender because boys still dominate. Look at the boys they just go there and sit on the floor and write. Girls won’t do that. Boys are not afraid of the teacher but girls will never do this … in our school there a very few male teachers.