Gender and Sexuality<br />Charles Smith<br />Heather Kennedy<br />Ryan Jones<br />
Gender and Sexuality in Education<br />Gender Identity: A person’s internal sense or feeling of being male or female. Gend...
Boys Gone Mild<br />Major Points<br />Play  movement  towards trying to plan something that use to be natural<br />“Dange...
“Coming out” gender, (hetero)sexuality and the primary school by E. Renold<br />Major points<br />The primary school is a ...
Blink: Conclusion<br />Major Points<br />The power of prejudice  we don’t always realize our own prejudices  <br />Great ...
Skater girlhood and emphasized femininity: ‘you can’t land an ollie properly in heels’<br />Major Points<br />Research is ...
Implications for Teaching/Learning<br />Gender/sexuality is an important part of the development of young adolescents<br /...
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Gender and sexuality

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Gender and sexuality

  1. 1. Gender and Sexuality<br />Charles Smith<br />Heather Kennedy<br />Ryan Jones<br />
  2. 2.
  3. 3. Gender and Sexuality in Education<br />Gender Identity: A person’s internal sense or feeling of being male or female. Gender expression relates to how a person presents their sense of gender to the larger society. Gender identity and gender expression are often closely liked with the term transgender.<br />Sexual Identity/Orientation: A person’s deep-seated feelings of emotional and sexual attraction to another person. This may be with people of the same gender, the other gender, or either.<br />
  4. 4. Boys Gone Mild<br />Major Points<br />Play  movement towards trying to plan something that use to be natural<br />“Dangerous Book for Boys” reintroduces dangerous activities of yore<br />The fear is of having a “thin-skinned nonentity”<br />Author/Educators/Prospective Teachers<br />His own scars “bred a certain toughness” would rather see his son safe though<br />Imagination is great, danger is not<br />What about non-typical students, where’s that book?<br />
  5. 5. “Coming out” gender, (hetero)sexuality and the primary school by E. Renold<br />Major points<br />The primary school is a major area where children develop their notions of gender roles<br />Young girls develop perspectives on their bodies based on an image of heterosexual desirability<br />This was contingent on being sexually desirable or in a heterosexual relationship<br />Boys attitudes lay in the dichotomy between being interested and ambivalent towards girls and dating<br />Homophobia is used as a way to assert heterosexuality, more often by boys who were not in heterosexual relationships at the time<br />Use for educators: the author advocates a broader sexual education curriculum at the primary school level that illustrates a variety of viewpoints and minimizes marginalization of certain groups<br />
  6. 6. Blink: Conclusion<br />Major Points<br />The power of prejudice  we don’t always realize our own prejudices <br />Great change can be realized when we gain some objectivity (ex. Abbie Conant, classical music world)<br />We do have control over what seems to come from the unconscious  need to take control <br />Author/Educators/Prospective Teachers<br />A system that seems flawless may not be<br />Be aware of your own prejudice (uncomfortable?)<br />Pass on knowledge  challenge students to challenge themselves<br />
  7. 7. Skater girlhood and emphasized femininity: ‘you can’t land an ollie properly in heels’<br />Major Points<br />Research is needed to properly represents changing demographics.<br />Traditional gender roles are being questioned by a growing number of youth, in this case females, in a potentially constructive way.<br />Author/Educators/Prospective Teachers<br />Educators must encourage critical thinking<br />Understanding of contemporary cultural issues need to be addressed in a positive inclusive manner<br />
  8. 8. Implications for Teaching/Learning<br />Gender/sexuality is an important part of the development of young adolescents<br />Curriculum must address these issues in a way that emphasizes health and positivity<br />Can no longer teach “boys will be boys”<br />Constant reflection to prevent negative cycles<br />Expectations impact outcomes/actions<br />Foster playful and respectful discourse among student community <br />
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