0000000000089675
AUTHOR
Beate Goldschmidt-gjerløw
showing 6 related works from this author
Children's rights and teachers' responsibilities : Reproducing or transforming the cultural taboo on child sexual abuse?
2019
Enhancing young learners’ knowledge about appropriate and inappropriate sexual behaviour is crucial for the protection of children’s rights. This article discusses teachers’ understandings of their practices and approaches to the topic of child sexual abuse in Norwegian upper secondary schools, based on phone interviews with 64 social science teachers. Countering child sexual abuse is a political priority for the Norwegian government, and the Committee on the Rights of the Child acknowledges several state initiatives to counter child sexual abuse through education. Nevertheless, this study finds that teachers do not address this topic adequately, indicating that cultural taboos regarding ta…
#MeToo in school: teachers’ and young learners’ lived experience of verbal sexual harassment as a pedagogical opportunity
2020
Based on a case study of verbal sexual harassment experienced by a young female teacher and her 17-year-old student in a Norwegian upper secondary school, this article addresses challenges and strengths of drawing upon negative experiences of ‘lived injustice’ in class, arguing that such experiences can serve as a resource for education about, through and for human rights. Complementing this case study, we discuss a survey we have conducted among secondary school students (N=382), concerning how young learners report being sexually harassed and how often they experience that an adult intervenes in the situation. Combining the theoretical framework of human rights education (HRE) and the con…
Exploring Variation in Norwegian Social Science Teachers’ Practice Concerning Sexuality Education: Who Teachers Are Matters and So Does School Culture
2021
This article explores teaching practice concerning sexual harassment and abuse in Norwegian upper secondary schools based on phone interviews with 64 social studies teachers. This study portrays gr...
Frontstage and Backstage in Argentina’s Transitional Justice Drama: The Niet@s’ Reconstruction of Identity on Social Media
2019
Abstract∞ This article provides new insight into how the ‘found grandchildren’ of postconflict Argentina are reconstructing their sense of self and identity after having been identified as children of disappeared political activists in the aftermath of the last military regime (1976–1983). We offer tools for understanding how they respond to the context-specific transitional justice measures of identification and restitution, and how this plays out on social media. This online world expands the possibilities to both share and comment on personal and public information. The narrative analysis discusses how our informants influence the Argentine transitional justice process by using social me…
Young Learners' Perceptions of Learning about Sexual and Gender-Based Harassment: The Struggle for Recognition in School
2022
Abstract Based on participatory research with teachers and young learners’, this article explores students’ perceptions of learning about sexual and gender-based harassment in upper secondary school in Norway. Drawing upon theoretical considerations on recognition, intersectionality and legal literacy as educational capital, this article discusses approaches to teaching and learning that could ensure young learners’ rights to active participation and voice, which is an essential element for protection and prevention of harassment. The empirical material indicates that learners would like to learn more about these sensitive issues, although this applies to a greater extent for girls rather t…
Sexual violence and children's rights : A mixed methods study of teachers' and students' perceptions of teaching practice in social science education.
2023
The purpose of this doctoral dissertation in social science education is to explore teachers' and students' perceptions of teaching practice related to gender, sexuality, harassment, and abuse in upper secondary school in Norway. This is an article-based dissertation consisting of three articles and an extended abstract. Few studies have addressed teachers" and students' perceptions of teaching practice concerning sensitive issues in the mandatory subject for social science in Norwegian upper secondary school. Previous research has indicated that teaching practice on gender, sexuality, harassment and abuse varies greatly, but few studies have thoroughly examined how we can understand this v…