Social media has helped boost the culture of intoxication, a central aspect of young people’s social lives in many Western countries. Initial research suggests that these technologies enable highly-nuanced, targeted marketing and innovations – creating new virtual spaces that alter the dynamics and consequences of drinking cultures in significant ways. Youth Drinking Cultures in a Digital World focuses on how pervasive social networking technologies contribute to drinking cultures. It brings together international contributions from leading researchers in this emerging field to explore how new technologies are reconfiguring the key themes, traditional interests, practices and concerns of alcohol-related research with young people. It is particularly concerned with three important areas, namely: identities, social relations and power alcohol marketing and commercialisation public health and regulating alcohol promotion. This innovative book includes original research and commentary and is a must-read for academics and researchers in the areas of public health, psychology, sociology, media studies, youth studies and alcohol studies.
This volume assembles a range of writers from diverse backgrounds and geographies to examine five broadly-defined areas in elementary education: foundational issues; social and sexual development; curriculum; the family; and gay/lesbian educators and their allies.
Critics and defenders alike connect today's widespread anxieties about sexuality and culture to the political activism of the 1960s and the counterculture's preoccupation with the individual pursuit of pleasure. In contrast, the essays in Swindling Single attribute the new sexual mores of that era not to its political upheavals but to a confluence of social, cultural, and economic factors that encouraged personal gratification and altered traditionally defined gender roles. Contributors analyze a broad range of topics: the commercialization of avant-garde and exploitation films; new visions of female sexuality in That Girl and The Avengers; the social context of such cultural icons as Hugh Hefner and Charles Manson; the intersection of race and sexuality in Eldridge Cleaver's Soul oil Ice; and depictions of sexual pleasure in pornography and scientific films.
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. Taking issue with dominant discourses which assumes children’s lack of agency, the book questions the epistemological foundations of childhood discourses that produce innocence. It examines the paradox between teachers’ dominant narratives of childhood innocence and children’s own conceptualisation of gender and sexuality inside the classroom, with peers, in heterosexual games, in the playground and through boyfriend-girlfriend relationships. It examines the nuances and finely situated experiences which draw attention to hegemonic masculinity and femininity where boys and girls challenge and contest relations of power. The book focuses on the early makings of gender and sexual harassment and shows how violent gender relations are manifest even amongst very young boys and girls. Attention is given to the interconnections with race, class, structural inequalities, as well as the actions of boys and girls as navigate gender and sexuality at school. The book argues that the early years of primary schooling are a key site for the production and reproduction of gender and sexuality. Gender reform strategies are vital in this sector of schooling.
What pedagogic challenges and opportunities arise as gay, lesbian, and queer themes and perspectives become an increasingly visible part of English language classes within a variety of language learning contexts and levels? What sorts of teaching practices are needed in order to productively explore the sociosexual aspects of language, identity, culture, and communication? How can English language teachers promote language learning through the development of teaching approaches that do not presume an exclusively heterosexual world? Drawing on the experiences of over 100 language teachers and learners, and using a wide range of research and theory, especially queer education research, this innovative, cutting-edge book skillfully interweaves classroom voices and theoretical analysis to provide informed guidance and a practical framework of macrostrategies English language teachers (of any sexual identification) can use to engage with lesbian/gay themes in the classroom. In so doing, it illuminates broader questions about how to address social diversity, social inequity, and social inquiry in a classroom context.
The Feminism of Uncertainty brings together Ann Snitow’s passionate, provocative dispatches from forty years on the front lines of feminist activism and thought. In such celebrated pieces as "A Gender Diary"—which confronts feminism’s need to embrace, while dismantling, the category of "woman"—Snitow is a virtuoso of paradox. Freely mixing genres in vibrant prose, she considers Angela Carter, Doris Lessing, and Dorothy Dinnerstein and offers self-reflexive accounts of her own organizing, writing, and teaching. Her pieces on international activism, sexuality, motherhood, and the waywardness of political memory all engage feminism’s impossible contradictions—and its utopian hopes.
“Up-to-date and accessible, this book manages to be both theoretically subtle and attuned to the realities of classroom practice.†Dr Rachel Thomson, The Open University "[This] book is a great success and provides a wealth of insights into the realities of teaching and being taught about sex and relationships." Michael Reiss, Institute of Education What are the different values and perspectives on sex and relationship education within a single secondary school? How do young people think sex education should be taught? What are the challenges facing the provision of good sex and relationship education at the classroom level and at the political level? Young people often receive mixed messages about gender and sexual relationships. When providing sex education lessons, schools should take into account different ideas and values, including the general British embarrassment over intimate matters and differing political and personal views about sex education. This book combines young people’s views of sex education, schooling and parenthood, with those of teachers, school nurses and head-teachers. It brings together these varied perspectives and considers how they reveal different values, aims and agendas. The authors highlight the potential conflict between approaches to education and health, and reveal the complexity of dealing with sexuality and gender in real-life situations. Focusing on young people’s identities in the classroom, contemporary theoretical approaches in the social sciences are employed to explore how gender is enacted and experienced by individuals, and how social pressures and government agendas operate at the level of the individual. This book contains original, first-hand empirical material from a detailed study of all the schools in one English city, and offers a critical analysis of broader political and cultural ideas and values. Get Real About Sexis key reading for students and professionals in education, health and the sociology of gender and sexuality.
There is an increasing awareness that gender equality is not something that just "is" in unproblematic and natural ways, but that it may be understood and packaged in several ways, with quite different consequences. It therefore makes good sense to ask, with the authors in this book, how gender equality is understood and practised in the Nordic countries, with their avowedly good record on gender equality measures. It makes especially good sense to look closely at the consequences and difficulties that arise out of the many-faceted meanings attached to "gender" and "equality" in politics and policies, as well as in daily life. In this book, eleven Nordic scholars offer critical analyses of current dislocations, dilemmas and contradictions in the field of Nordic gender equality. They have studied issues to do with constructing state and nation, regulating political practices and producing gendered subjectivities. The authors are affiliated with universities in Denmark, Finland, Norway and Sweden and united in seeing the need for a critical scholarly stance on Nordic gender equality policies and practices.
Feminist Theory and Pop Culture synthesizes feminist theory with modern portrayals of gender in media culture. This comprehensive and interdisciplinary text includes an introductory chapter written by the editor as well as nine contributor chapters of original content. Included in the text: • Historical illustration of feminist theory • Application of feminist research methods for the study of gender • Feminist theoretical perspectives such as the male gaze, feminist standpoint theory, Black feminist thought, queer theory, masculinity theory, theories of feminist activism and postfeminism • Contributor chapters cover a range of topics from Western perspectives on Belly Dance classes to television shows such as GIRLS, Scandal and Orange is the New Black, as well as chapters which discuss gendered media forms like “chick lit”, comic books and Western perspectives of non-Western culture in film • Feminist theory as represented in the different waves of feminism, including a discussion of a fourth wave • Pedagogical features • Suggestions for further reading on topics covered • Discussion questions for classroom use Feminist Theory and Pop Culture was designed for classroom use and has been written with an eye toward engaging students in discussion. The book’s polished perspective on feminist theory juxtaposes popular culture with theoretical perspectives which have served as a foundation for the study of gender. This interdisciplinary text can serve as a primary or supplemental reading in undergraduate or graduate courses which focus on gender, pop culture, feminist theory or media studies. “This excellent anthology grounds feminism as articulated through four waves and features feminists responding to pop culture, while recognizing that popular culture has responded in complicated ways to feminisms. Contributors proffer lucid and engaging critiques of topics ranging from belly dancing through Fifty Shades of Grey, Scandal and Orange is the New Black. This book is a good read as well as an excellent text to enliven and inform in the classroom.” Dr. Jane Caputi Professor of Women, Gender and Sexuality Studies and Communication & Multimedia at Florida Atlantic University “Feminist Theory and Pop Culture is destined to be as popular as the culture it critiques. The text plays up the paradoxes of contemporary feminism and requires its readers to ask difficult questions about how and why the popular bring us pleasure. It is a contemporary collection that captures this moment in feminist time with diverse analyses of women’s representations across an impressive swath of popular culture. Feminist Theory and Pop Culture is the kind of text that makes me want to redesign my pop culture course. Again.” Dr. Ebony A. Utley, Assistant Professor of Communication at California State University-Long Beach, author of Rap and Religion Adrienne Trier-Bieniek, Ph.D. is a professor of sociology at Valencia College in Orlando, Florida. She is the author of Sing Us a Song, Piano Woman: Female Fans and the Music of Tori Amos (Scarecrow 2013) and the co-editor of Gender & Pop Culture: A Text-Reader (Sense 2014). www.adriennetrier-bieniek.com
