Gender and Childhood Sexuality in Primary School

Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/19994

Full metadata record

DC Field	Value	Language
dc.contributor.author	Bhana, Deevia	-
dc.date.accessioned	2018-11-09T11:23:54Z	-
dc.date.available	2018-11-09T11:23:54Z	-
dc.date.issued	2016	-
dc.identifier.isbn	978-981-10-2239-5	-
dc.identifier.uri	http://10.6.20.12:80/handle/123456789/19994	-
dc.description	This book is an ethnography of teachers and children in grades 1 and 2, and presents arguments about why we should take gender and childhood sexuality seriously in the early years of South African primary schooling (Bhana 2002). The book builds on the work of Thorne (1993), Blaise (2005), Francis (1998), Epstein and Johnson (1998), MacNaughton (2000), Renold (2005), Paechter (2007), Robinson (2013), Kane (2013), Renold et al. (2015) and others; and engages with poststructural feminist, masculinity and sexuality studies, and queer frameworks to address important questions about the primary school as a critical site for the production of gender and sexuality. When I ﬁrst entered the schools as an ethnographic researcher, teachers asked questions about the legitimacy of a study that involved six, seven, eight and nine year old children	-
dc.language	en	en_US
dc.language.iso	en	en_US
dc.publisher	Springer	en_US
dc.subject	Gender	en_US
dc.title	Gender and Childhood Sexuality in Primary School	en_US
dc.type	Book	en_US
Appears in Collections:	Gender

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