Sexual harassment in schools : issues of identity and power : negotiating the complexities, contexts, and contradictions of this everyday practice

摘要: Over the past three decades educational researchers in Australia, United States, Kingdom and Canada, particular, have provided an extensive overview of practice sexual harassment high schools its impact on students teachers who experience and/or witness this behaviour (Brown et al., 2007; Epstein, 1997; Gruber & Fineran, Halson, 1991; Herbert, 1992; Howard England Kennedy, 2006; Jones, 1985; Keddie, Klein, Larkin, 1994; Leach Sitaram, Mahony, 1985, 1989; Renold, 2002; Robinson, 1996, 2000, 2005c). Much research reinforces that is integral part schooling cultures, experienced a daily basis, often dismissed or rendered invisible through ‘normalisation’ within hegemonic discourses gender sexuality, especially heterosexuality. However, ‘everydayness’ widespread foundations socio-cultural relations identity power continue to be eclipsed by dominant discourse as stemming from psychopathological behaviours problematic individuals. Further, more recent years has tended viewed general framework bullying, which also constituted discourses. Within context, becomes both depoliticised increasingly 2007).