Boys and schooling

Frosh, Stephen; Phoenix, Ann; Pattman, Rob

doi:10.1007/978-1-4039-1458-3_9

Cited by 26 publications

(51 citation statements)

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“…Their descriptions of their relationship reflectcultural assumptions about what it means to be men and boys -that boys 'should' be 'tough', aggressive, and casual in their interactions with others (Frosh, Phoenix, & Pattman, 2001;Phoenix, 2003). Much of the boys' narrative centred on incidents of risk taking -stories they told with pride and glee:…”

Section: Risk Taking and Adrenalinmentioning

confidence: 99%

Children’s experiences of domestic violence and abuse: Siblings’ accounts of relational coping

Callaghan

Alexander

Sixsmith

et al. 2016

Clin Child Psychol Psychiatry

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This article explores how young people see their relationships, particularly their sibling relationships, in families affected by domestic violence, and how relationality emerges in their accounts as a resource to build an agentic sense of self. The 'voice' of children is largely absent from domestic violence literature, which typically portrays them as passive, damaged and relationally incompetent. Children's own understandings of their relational worlds are often overlooked, and consequently existing models of children's social interactions give inadequate accounts of their meaning-making-in-context. Drawn from a larger study of children's experiences of domestic violence and abuse, this paper uses two case studies of sibling relationships to explore young people's use of relational resources, for coping with violence in the home. The paper explores how relationality and coping intertwine in young people's accounts, and disrupts the taken for granted assumption that children's 'premature caring' or 'parentification' is (only) pathological in children's responses to domestic violence. This has implications for understanding young people's experiences in the present, and supporting their capacity for relationship building in the future. 1Callaghan J, Alexander J, Sixsmith J & Fellin LC (2017) Children's experiences of domestic violence and abuse: siblings' accounts of relational coping, Clinical Child Psychology and Psychiatry, 22 (4), pp. 649-668. Copyright © The Author(s) 2015. Reprinted by permission of SAGE Publications. 2Children's experiences of domestic violence and abuse: siblings' accounts of relational coping This article explores how young people see their relationships in families affected by domestic violence (DV) and how relationality emerges in their accounts as a resource to build an agentic sense of self. In understanding children's experiences of DV, academic literature has typically positioned children as passive 'victims' and 'witnesses', 'damaged' or impacted by the violence they live with. Children who grow up in circumstances of DV are described as at risk of a range of psychosocial difficulties, including risk of mental health difficulties across the lifespan (Meltzer et al. 2009, Mezey et al. 2005, educational challenges (Byrne & Taylor, 2007), and interpersonal difficulties in their own future intimate relationships and friendships (Black, Sussman, & Unger, 2010;Ehrensaft et al., 2003;Siegel, 2013). They are also more at risk of both bullying and being bullied (Baldry, 2003;Lepistö, Luukkaala, & Paavilainen, 2011) and are vulnerable to a range of other possible abuses across their lifespan (Finkelhor, Ormrod, & Turner, 2007;Turner, Finkelhor, & Ormrod, 2010). They are represented as having more 'concrete' styles of relating and reduced emotional competence (Katz, Hessler, & Annest, 2007;Katz & Windecker-Nelson, 2006). Recently, literature has suggested that not only are children impacted psychosocially, but that the lasting traumatic impact of witnessing violence also raises...

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Section: Risk Taking and Adrenalinmentioning

confidence: 99%

Children’s experiences of domestic violence and abuse: Siblings’ accounts of relational coping

Callaghan

Alexander

Sixsmith

et al. 2016

Clin Child Psychol Psychiatry

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“…Such views represent a challenge to the implicit social norms that dictate men's control over sexual encounters. As discourse theorists such as Frosh et al (2002) point out, such statements are valuable not only as descriptions of characteristics of current gender identities, but as accounts of processes by which respondents are producing and negotiating gender identities in interaction with existing discourses, both old and new.…”

Section: Girl Talkmentioning

confidence: 99%

Transactional Sex and the Pursuit of Modernity

2003

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“…Frosh, Phoenix & Pattman, 2002). For example, some boys in Zimbabwe said they wanted girlfriends for the sound advice they offered them and their more 'sympathetic' nature.…”

Section: A) Boys Being Misogynistic and Idealising Girlsmentioning

confidence: 99%

‘Dear diary I saw an angel, she looked like heaven on earth’: Sex talk and sex education

Pattman

Chege

2003

African Journal of AIDS Research

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In this paper we highlight and address some of the problems involved in teaching HIV/AIDS education in southern and eastern Africa, and especially in generating open discussion among pupils about sex and sexuality. The paper draws on the findings of a UNICEF-funded study, in which we were involved, as research consultants (2001). The study focused on 'young people, gender, sexuality and HIV/AIDS education' and was conducted in Botswana, Kenya, Rwanda, South Africa, Tanzania, Zambia and Zimbabwe. In Botswana, Rwanda and Kenya, teachers and young people were interviewed about their attitudes towards and experiences of teaching/learning HIV/AIDS education. Young people were also interviewed more generally, in all the countries, about what it was like being a boy or girl of their age. We argue that HIV/AIDS education, as it is commonly taught, as a series of moral injunctions (against pre marital sex) effectively silences young people, and means that sex 'becomes' naughty when they do talk about it. We propose HIV/AIDS pedagogies, which emulate the practices our researchers adopted when researching the identities and views of boys and girls, especially concerning gender and sexuality. By addressing young people as experts about themselves and in a holistic and non-judgemental way, our interviewees were able to speak about anxieties and pleasures, many of which related to sexuality. This, they had not been able to do with other adults, and even with other children. We focus on the regulation and production of gender identities through the ways boys and girls talked about sex in our interviews and also in their participation in HIV/AIDS classes. In particular we look at how boys and girls 'performed' gender when discussing sexuality with boys often very loud and girls quiet, with boys presenting themselves as sexual and girls presenting themselves as asexual. We argue for approaches to HIV/AIDS education which challenge gender power relations without alienating boys by problematising them, and without reproducing stereotypes of boys as subjects and girls as objects of sexual desire. We examine the implications of this for single sex and mixed group work and for addressing 'sexual harassment'. Importantly, we found that both girls and boys described people of the opposite sex and heterosexual desire very differently in mixed-sex group interviews and in the diaries they kept. Rather than addressing girls and boys as unitary gendered subjects, we argue for approaches in HIV/AIDS education, which are responsive to the different and contradictory ways boys and girls present themselves and talk about sexual desire and the opposite sex in different contexts.

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Boys and schooling

Cited by 26 publications

References 0 publications

Children’s experiences of domestic violence and abuse: Siblings’ accounts of relational coping

Children’s experiences of domestic violence and abuse: Siblings’ accounts of relational coping

Transactional Sex and the Pursuit of Modernity

‘Dear diary I saw an angel, she looked like heaven on earth’: Sex talk and sex education

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