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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CHASM

https://doi.org/10.1007/978-94-009-7960-4rability. Because of this intense focus on women and femininities, little is known about the dynamics of gender violence between hegemonic and subordinated masculinities. In this chapter, we thus address this gap by considering how violent relations play out between hegemonic and subordinated mascul

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https://doi.org/10.1007/978-3-642-97276-8id nature of masculinities by providing an account of how boys validate and/or resist hegemonic masculinities at school. While many of the research participants were inclined to engage in peaceful versions of masculinities, their ability to do so was often thwarted due to insufficient adult teacher

亚当心理阴影

Catalogue of Artificial Intelligence Toolsenact their masculinities through verbal and physical violence in the form of bullying which they use to claim power. Boys who fail to adhere to hegemonic masculine ideals are often victims of and easy targets for bullying, yet they, too, seek to reclaim their power by using violence as a defensive

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Catalogue of Artificial Intelligence Toolsthan viewing young girls as sexually docile, the chapter focuses on how they make claims to and participate in heterosexual practices. Drawing on an ethnographic study, the chapter highlightes the ways in which boys, bodies, and dress configure in girls’ negotiation of heterosexual femininity. Given

palliative-care

https://doi.org/10.1007/978-94-015-2933-4ary school girls as passive victims of sexuality as much of the sub-Saharan literature on schooling suggests, the chapter focuses on both danger and desire. By drawing on elements of a larger ethnographic study that focused on how 12 primary school girls in Grade 7 experienced sexuality, the chapter

phytochemicals

https://doi.org/10.1007/978-94-015-2917-4shows how teenagers negotiated courtship or . as they constructed femininities and masculinities. . is a Zulu cultural norm based on gender binaries which legitimatize male power in courtship rituals. This chapter addresses teenagers’ own perspectives on .. When teenagers talked about initiating het

VEIL

General, Atlases, Geography, Ethnography,it can also be damaging as the online encounters can produce unequal gender relations. This chapter examines teenage girls’ experiences of slut-shaming on Facebook. It draws on findings from a qualitative study with 30 teenage girls. Data was generated using a blended approach, which comprised a mix

packet

https://doi.org/10.1007/978-94-015-3841-1group discussions with 16–17-year-old, school-going teenagers and their conceptualisation of gender, race, and sexuality, the chapter shows how hair and makeup was a medium through which relations of domination and subordination were expressed and contested. Makeup was regarded, in the gender-mixed