What Kind of Change in Recognition Does Sexuality Education Bring to Teachers?
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- TSURUOKA Naoko
- Wakayama Nursing School, Tokyo Healthcare University
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- FURUI Katsunori
- Faculty of Education, Wakayama University
Bibliographic Information
- Other Title
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- 包括的性教育は教師にどのような認識の変化をもたらすのか
- A Case of a Female Teacher at a Special Needs School
- 特別支援学校の女性教師の事例
Abstract
Recent recognition of sex education as a right for people with intellectual disabilities has prompted the global promotion of comprehensive sexuality education. Through interviews, this study sought to clarify how Teacher H’s recognition changed through her sex education practices at F special needs school. Two “walls” emerged as a challenge in sex education: the discomfort experienced by children unfamiliar with sex education, highlighting the importance of introducing sex education at an early stage; and the lack of opportunities in the educational context for Teacher H to interrogate and revise her internal conviction that men perceive women as sexual objects. However, this stereotyped recognition changed as a result of training and interactions with colleagues. Sex education that is delivered collaboratively by teachers at special needs schools can mitigate difficulties and alter stereotyped recognition, creating possibilities for forging positive relationships with students and others. Teacher training on sex equality and social constructs should be enhanced.
Journal
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- Japanese Journal of Qualitative Psychology
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Japanese Journal of Qualitative Psychology 23 (Special), S25-S31, 2024
Japanese Association of Qualitative Psychology
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Details 詳細情報について
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- CRID
- 1390017345597735424
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- ISSN
- 24357065
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- Text Lang
- ja
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- Data Source
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- JaLC
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- Abstract License Flag
- Allowed