In a world dominated by conventional gender norms, Gevorgyan promises a fresh take on gender-related discourses in a patriarchal society. Utilizing participant observation and the documentary method, she explores the discourse development surrounding sexuality and gender themes within mandatory sex education classes in Armenian public schools.The author highlights the disparity between societal gender norms and the curriculum's gender equality concepts. Unveiling the processes shaping gender knowledge during classroom discussions, she addresses the gap in analyzing Armenian sex education as…mehr
In a world dominated by conventional gender norms, Gevorgyan promises a fresh take on gender-related discourses in a patriarchal society. Utilizing participant observation and the documentary method, she explores the discourse development surrounding sexuality and gender themes within mandatory sex education classes in Armenian public schools.The author highlights the disparity between societal gender norms and the curriculum's gender equality concepts. Unveiling the processes shaping gender knowledge during classroom discussions, she addresses the gap in analyzing Armenian sex education as well es the broader lack of investigation into gender topics within sex education curricula. Her book informs educators, researchers, and policymakers about the complexities of gender-sensitive sexuality education and encourages the development of more effective educational approaches.
AcknowledgmentPrefaceAbbreviations1 Introduction: Sexuality Education and Gender in Armenian Schools1.1 Sexuality Education1.2 "Healthy Lifestyle" Program in Armenian Schools1.3 Conceptual Framework1.4 Aim and Research Methods1.5 Overview of the Structure2 Theoretical Assumptions of the Construction and Doing of Gender2.1 Theoretical Assumptions of the Study2.2 Social Constructionism and Nature and Nurture of Gender2.2.1 Central Characteristics2.2.2 Nature and Nurture (Constructionism)2.3 Poststructuralist Approach to Gender2.4 Ethnomethodology, Doing Gender and Doing Classroom2.4.1 Doing Gender2.4.2 Doing Gender in Classroom3 Gender (In)equality in Armenia3.1 Historical Look3.2 Religion and Gender3.3 Family, Gender Roles and Violence3.3.1 Domestic Violence: Legal Mechanisms and Social Norms4 Sexuality Education and Healthy Lifestyle Program4.1 Main Forms of Sexuality Education4.2 School-based Sexuality Education and Teachers4.3 Healthy Lifestyle - Armenian Approach to Sexuality Education5 Methodology: Examining and Reconstructing Gender Knowledge in Healthy Lifestyle Classroom Discussions5.1 Research Question5.2 Research Paradigm5.3 Stages of Data Collection5.3.1 Interviews withHealthy Lifestyle Educators in 20165.3.2 Healthy Lifestyle Classroom Observations in 20185.3.3 Observation of Healthy Lifestyle Teacher's Trainings and Informal Interviews5.4 Data Analysis with the Documentary Method5.4.1 Selection of Passages5.4.2 Analytical Steps5.4.3 Main Terms5.5 Example of Analyzing Procedure5.5.1 Formulating Interpretation5.5.2 Reflecting Interpretation5.6 Ethical Considerations5.7 Reflexivity and Epistemological Positioning6 Results: Reconstruction of Gendered Knowledge in Healthy Lifestyle Lessons6.1 Unwanted Pregnancy, Responsible Behaviour, Abstinence6.2 Gender Roles and Abuse of Power6.2.1 Gender and Family6.2.2 Societal Attitude, Family and Gender6.2.3 Household Responsibilities and Gender6.3 Sense-genetic Typification: Moralization, Cultural Essentialism and Gender Essentialism7 Discussion: Moralization and Essentialization of Gender and Culture7.1 Central Orientation Frameworks and Gender Construction7.2 Gender in Schools and Healthy Lifestyle7.3 Limitations of the Study8 Conclusion:Healthy Lifestyle in the Armenian Schools and Construction of Gendered Knowledge8.1 Gender Discourse in Armenian Schools: Summary8.2 Healthy Lifestyle, Knowledge Contribution and RecommendationsBibliographyTranscription Code according to Przyborski and Bohnsack
AcknowledgmentPrefaceAbbreviations1 Introduction: Sexuality Education and Gender in Armenian Schools1.1 Sexuality Education1.2 "Healthy Lifestyle" Program in Armenian Schools1.3 Conceptual Framework1.4 Aim and Research Methods1.5 Overview of the Structure2 Theoretical Assumptions of the Construction and Doing of Gender2.1 Theoretical Assumptions of the Study2.2 Social Constructionism and Nature and Nurture of Gender2.2.1 Central Characteristics2.2.2 Nature and Nurture (Constructionism)2.3 Poststructuralist Approach to Gender2.4 Ethnomethodology, Doing Gender and Doing Classroom2.4.1 Doing Gender2.4.2 Doing Gender in Classroom3 Gender (In)equality in Armenia3.1 Historical Look3.2 Religion and Gender3.3 Family, Gender Roles and Violence3.3.1 Domestic Violence: Legal Mechanisms and Social Norms4 Sexuality Education and Healthy Lifestyle Program4.1 Main Forms of Sexuality Education4.2 School-based Sexuality Education and Teachers4.3 Healthy Lifestyle - Armenian Approach to Sexuality Education5 Methodology: Examining and Reconstructing Gender Knowledge in Healthy Lifestyle Classroom Discussions5.1 Research Question5.2 Research Paradigm5.3 Stages of Data Collection5.3.1 Interviews withHealthy Lifestyle Educators in 20165.3.2 Healthy Lifestyle Classroom Observations in 20185.3.3 Observation of Healthy Lifestyle Teacher's Trainings and Informal Interviews5.4 Data Analysis with the Documentary Method5.4.1 Selection of Passages5.4.2 Analytical Steps5.4.3 Main Terms5.5 Example of Analyzing Procedure5.5.1 Formulating Interpretation5.5.2 Reflecting Interpretation5.6 Ethical Considerations5.7 Reflexivity and Epistemological Positioning6 Results: Reconstruction of Gendered Knowledge in Healthy Lifestyle Lessons6.1 Unwanted Pregnancy, Responsible Behaviour, Abstinence6.2 Gender Roles and Abuse of Power6.2.1 Gender and Family6.2.2 Societal Attitude, Family and Gender6.2.3 Household Responsibilities and Gender6.3 Sense-genetic Typification: Moralization, Cultural Essentialism and Gender Essentialism7 Discussion: Moralization and Essentialization of Gender and Culture7.1 Central Orientation Frameworks and Gender Construction7.2 Gender in Schools and Healthy Lifestyle7.3 Limitations of the Study8 Conclusion:Healthy Lifestyle in the Armenian Schools and Construction of Gendered Knowledge8.1 Gender Discourse in Armenian Schools: Summary8.2 Healthy Lifestyle, Knowledge Contribution and RecommendationsBibliographyTranscription Code according to Przyborski and Bohnsack
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