Le dossier du présent numéro vise à éclairer la thématique des violences scolaires en proposant une analyse genrée ou sexuée du phénomène. Les contributions s’appuient sur des résultats de recherches empiriques et reposent sur des méthodologies explicites, qualitatives et/ ou quantitatives.
This meta-synthesis of empirical and nonempirical literature analyzed 24 journal articles and book chapters that addressed the intersection of disability, [homo]sexuality, and gender identity/ expression in P-12 schools, colleges and universities, supported living programs, and other educational
The authors conducted an assessment to describe the prevalence of and risk factors associated with lifetime pregnancy involvement (LPI) among street youth from three Ukrainian cities.
This article examines what happened within one Church of England primary school during an action research project concerning sexualities.
In recent years, equality between homosexual and heterosexual relationships has increasingly been presented as a marker for Norwegian values.
The ‘Exploring Masculinities’ (EM) programme was piloted in 22 Irish single-sex boys’ post-primary schools during the late 1990s.
This paper outlines research that was conducted among students, parents, teachers and senior management teams in six secondary schools in the Greater Dublin area of Ireland. The research involved semi-structured interviews and observations.
Although lesbian, gay, bisexual, and transgender (LGBT) people have achieved a great level of legal equality in Spain, social equality is still to come, especially for adolescents. This article reports results from three different studies.
In 2000, the Government of the Republic of Ireland introduced a syllabus for second-level schools (12-15 years) in Social Personal and Health Education (SPHE). Within this SPHE syllabus there is a significant component on Relationships and Sexuality Education (RSE).
This small-scale piece of research was undertaken to examine, retrospectively, the experiences of 10 men, ages 27 through 53, in terms of what constitutes and influences homophobic bullying in the private and state school contexts in the United Kingdom.