188,411 research outputs found
Education and Sexualities
No full textBoth from the point of view of the experiences of different groups of students, and also with respect to the form that education about sexuality, sex, and relationships should take, education and sexuality raises complex questions and provokes heated―sometimes furious―debate. This four-volume collection offers an authoritative overview of key issues within this rapidly developing field. Under the editorship of Peter Aggleton (editor-in-chief of the international journal, Sex Education), the collection covers a wide range of contemporary issues and concerns, including: the sexualities curriculum; ‘politics and pleasure’; classroom processes and dynamics; sexual and gender diversity in the classroom; gender and sexual violence in schools and colleges; and bullying, victimization and abuse. Special attention is also given to enduring topics, such as the content and context of sexualtiy education; the age at which it should take place; faith and religion; politics and political controversies; and the science and ethics of sexualities education
Meeting the sexual health needs of young people living on the street
No full textIn this chapter, the situations faced by children and young people on the street are discussed alongside the risks to their sexual health. The available literature concerning the sexual health of street-living young people is described alongside findings from some recently conducted research among street-living young people in Zimbabwe. As such, the chapter explores how factors identified in the broader literature intersect and affect real lives. While recognising that living on the street presents profound and indisputable challenges to young people's sexual health and wider well-being, the chapter discusses the importance of approaches to sexual health promotion that are both meaningful and contextualised within young people's life circumstances. It discusses. the inadequacies of viewing street living young people solely through a lens that focuses on their passivity, victimisation and their need for protection. Such an approach risks both misrepresenting the challenges that these young people face and undermining their collective capacity to define their own responses. Rather, we argue that programme responses which strike a balance between acknowledging street-living young people's vulnerability and enabling them to take greater control over factors affecting their sexual health are more likely to have a positive impact on their well-being
The historical construction of an elite education in England
No full textThis chapter offers the beginnings of a historical analysis focusing on how the concept of an elite education has been constructed over time. It facilitates critical reflection on what an elite education might mean in England today. Of special interest are the ways in which social and economic change, as well as the broader policy context, shape the purpose of an elite education and therefore the way in which some schools become construed as being elite. The chapter considers the kinds of knowledge that are valued, the importance placed on schools as spaces that facilitate particular kinds of social mixing and the emphasis placed on the academic credentials that are secured through particular forms of schooling. It concludes by considering the extent to which an elite education is best understood as a meritocratic endeavour or a mechanism for maintaining social advantage and invoking social closure over time
Elite Education: International Perspectives
No full textThrough country-level case studies, this book offers readers an in-depth account of elite education systems in the Anglophone world, in Europe and in the emerging financial centres of Africa, Asia and Latin America
'Independent' in Scotland: elite by education?
No full textA central sociological question has been how to understand the ways in which privilege is reproduced by and through education. A key difficulty for such work has been the limited possibilities for conducting research in institutions that successfully transmit power and privilege. This chapter seeks to examine this question through a focus on private and elite schooling in Scotland, both historically and in current times. The chapter opens with an initial discussion of what it means to be ‘elite’ in Scottish education. This is followed by a review of the literature on Scottish private and elite schooling. The role played by the Scottish capital city of Edinburgh is highlighted since fully one quarter of the city’s pupils attend private schools. Discussion then turns to the Scottish Independent Schools Project (SISP), and its research into capitals, power, space, gender and reflexivity, in order to identify the specific practices and processes around elite schooling in Scotland
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