The book discusses and sets out the problems regarding, and proposes starting points for discussion and regulation of the construction of (porno)sexuality and violence in the media, particularly in the contents of information and communications technology (ICT) products and services, i.e. new media. At the same time it presents contemporary epistemological platform, based on feminist theory. The subject is investigated through discourse analysis, through which it is defined in public and in the education process (media, legislative and regulatory, public-opinion, educational, popular medicine and popular social-psychology discourse). The (in)competence of children and young people with regard to sexuality and relationships is the point by which the areas that standardise growing up and at which discriminatory gendering practices occur and renew. As it is shown, these are areas of education and new media that in differentiated ways include the phenomena of gender-specific violence and pornographised sexuality.
COBISS.SI-ID: 252996096
New media are integral part of childhood and are of central importance in the study of the conditions of engendering and sexualisation. In this relation instances of governance and oversight by parents, school, international entities and, in the end, also the research itself, have the important role. Research is related to policies that are not immune to the influence of funding. The study critically and semiotically analyses the last grand qualitative survey of the new media relations in EU children with the aim to prove the link among funding, policies, and research; it constitutes norms of the relation between children and new media (and also of the related role of parents, school, and the state). Consequentially the children's own knowledge as regards virtually proliferated reality remains ignored.
COBISS.SI-ID: 2282071
The authors define the categories of gender, sexuality, power and corporeality from the perspective of feminist theory and the theory of knowledge – power (Foucault), taking into consideration the confrontation between feminist and classic epistemology of science. Besides, the dominant gender dichotomy as reflected in categories has been deconstructed with the accent on the categorical lack of quantitative research. The authors suggest the accent on the epistemic approach to the starting-point categories and concepts as a solution, and sensitization of quantitative research as a process of deepening the categories of engendered social groups.
COBISS.SI-ID: 1492621
The discussion brings together two cognitive paradigms, positivist and conceptual. Through the research of scientific reflection of the construction of genders in the sphere of education and with the help of the modern theory of genders the authors determine that gender in the frame of gender dichotomy is not appropriately (co-)constructed in research. Besides, the homogeneity of two respective gender groups does not correspond to the level of life experience. The authors present the feminist epistemological contribution to the gender categorization in the quantitative sociological research: the extension of gender categories and the segmentation of the researched gender groups according to the multiple relations of social power.
COBISS.SI-ID: 2080599
The article is based on broadly defined feminist theory, which is perceived as a struggle for public knowledge, and on more narrowly defined feminist epistemology and its concept of situated knowledges, and goes on to investigate their relevance for the field of education. First, some fundamental starting-points or postulates highlighting the socially embedded knowing subject and problems related to the notion of objectivity are presented, and critically evaluated them. In further text, with the help of this theoretical framework, the curriculum and its "other side", the hidden curriculum, which is taken to be an epistemological topic, are treated.
COBISS.SI-ID: 2064983