Young Learners' Perceptions of Learning about Sexual and Gender-Based Harassment: The Struggle for Recognition in School
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/3031055Utgivelsesdato
2022Metadata
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Originalversjon
Goldschmidt- Gjerløw, B. (2022). Young Learners' Perceptions of Learning about Sexual and Gender-Based Harassment: The Struggle for Recognition in School. The International Journal of Children's Rights, 30, 406-439. https://doi.org/10.1163/15718182-30020005Sammendrag
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 than boys. Their wish to learn more about harassment and abuse could be interpreted as a struggle for recognition, motivated by experiences of disrespect. However, defending one’s rights, and having someone defending one’s rights, in school requires both students’ and teachers’ legal literacy, which according to the empirical material is limited.