Page 136 - Valerija Vendramin in Renata Šribar, Spoli, seksualnost in nasilje skozi nove medije, Digitalna knjižnica, Dissertationes 11
P. 136
Spoli, seksualnost in nasilje skozi nove medije
and ICT in the school curriculum and informal programmes (within the
framework of so-called sex education and media and ICT education), and
a scientific-professional platform to confront the proliferation of construc-
tions of violence and sex within the framework of a co-regulatory system
(in the legal framework of protection of children and adolescents against
potentially harmful content). At this point we also reflect upon the contro-
versy/usefulness of the existing prevalent quantitative methods.
We focus in some detail on the field of education, and through concepts
specific to this field (curriculum, hidden curriculum, official knowledge)
we attempt to identify the problem, together with cases of good/bad prac-
tices at home and abroad. We conclude that the sphere of school informa-
tion and education for young people in the area of sexuality and sexual
health is very insufficiently analysed and inadequately discussed.
It is precisely this – the (in)competence of children and young people
with regard to sexuality and relationships – that is the point by which we
connect two areas that standardise growing up and at which discriminato-
ry gendering practices occur and renew. As is clear, these are areas of edu-
cation and new media that in differentiated ways include the phenomena
of gender-specific violence and pornographised sexuality. The convergence
between (new-) media norms – which ascribe to children and young people
how to grow up into “femininity” and “masculinity” and how to “enrol” in
gender through sexuality – and the requirements of the hidden and peer
school culture is reflexively framed in different ways, first through presen-
tation of certain concepts (gender, sexuality, violence), then methodologi-
cally (for instance with the aid of feminist anthropology of education) and
finally through a series of examples from the school environment.
The monograph, which contains both initial, epistemological explana-
tions as well as entirely concrete problems pertaining to adolescent expe-
riential practice and to regulation and education policy (particularly so-
called sex education), also includes a series of themes and hypotheses that
await further consideration. Last but not least, the work is intended pri-
marily as the basis for further elaboration on the level of scientific research
and at the same time also translation into regulation and education strate-
gies and subsequent ongoing verification.
and ICT in the school curriculum and informal programmes (within the
framework of so-called sex education and media and ICT education), and
a scientific-professional platform to confront the proliferation of construc-
tions of violence and sex within the framework of a co-regulatory system
(in the legal framework of protection of children and adolescents against
potentially harmful content). At this point we also reflect upon the contro-
versy/usefulness of the existing prevalent quantitative methods.
We focus in some detail on the field of education, and through concepts
specific to this field (curriculum, hidden curriculum, official knowledge)
we attempt to identify the problem, together with cases of good/bad prac-
tices at home and abroad. We conclude that the sphere of school informa-
tion and education for young people in the area of sexuality and sexual
health is very insufficiently analysed and inadequately discussed.
It is precisely this – the (in)competence of children and young people
with regard to sexuality and relationships – that is the point by which we
connect two areas that standardise growing up and at which discriminato-
ry gendering practices occur and renew. As is clear, these are areas of edu-
cation and new media that in differentiated ways include the phenomena
of gender-specific violence and pornographised sexuality. The convergence
between (new-) media norms – which ascribe to children and young people
how to grow up into “femininity” and “masculinity” and how to “enrol” in
gender through sexuality – and the requirements of the hidden and peer
school culture is reflexively framed in different ways, first through presen-
tation of certain concepts (gender, sexuality, violence), then methodologi-
cally (for instance with the aid of feminist anthropology of education) and
finally through a series of examples from the school environment.
The monograph, which contains both initial, epistemological explana-
tions as well as entirely concrete problems pertaining to adolescent expe-
riential practice and to regulation and education policy (particularly so-
called sex education), also includes a series of themes and hypotheses that
await further consideration. Last but not least, the work is intended pri-
marily as the basis for further elaboration on the level of scientific research
and at the same time also translation into regulation and education strate-
gies and subsequent ongoing verification.
