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We live in a sexist society. Almost from birth we are indoctrinated with the notion of male superiority and female inferiority, male rights and female duties. It is in the earliest years that children form images of their worth, their future roles, the conscious and unconscious expecta tions placed upon them. Investigating books for young children in book stores and libraries I found an almost incredible conspiracy of conditioning. Boys' achievement drive is encour aged; girls is cut off. Boys are brought up to express themselves; girls to please. The general image of the female ranges from dull to de grading to invisible. Since females comprise 51 per cent of the population of the United States, one would expect them to be equally represented in the world of picture books. On the contrary they vary be tween 20 and 30 per cent. There were five times as many males in the titles as there were females, four times as many boys, men, or male animals pictured as there were fe males.
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The Atlantic Crossword

One of my primary responsibilities as the father of four daughters was to help protect them from losing their innocence, especially as they approached the adolescent years. As part of this effort, I met and talked with nearly every young man who wanted to go out with my girls. I asked specific questions and challenged these young men to a high standard of purity. I have a very outgoing, charming, attractive year-old son. I have literally been chasing the girls away from the door ever since the seventh grade. The phone calls, identified by caller ID, were left for the answering machine to answer. The aggressiveness and promiscuity of young girls nowadays is beyond words. While I agree with your points today, I have a seventh grade son. Let me tell you that the girls are relentless. So aggressive.
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I am very honoured to have been asked by Emma to write the foreword to her book. People sometimes ask you it's a good interview question to name a book by someone else that you wish you'd written yourself. Emma's book is firmly on my list of these books. Girls, Boys and Junior Sexualities is a major contribution to the growing field of literature about children's sexualities. But it is more than that. Based on rigorously collected and analysed empirical, ethnographic data, the book helps us to think about childhood, about sexualities and about schools as sites of cultural negotiation and struggle in new and interesting ways. Using detailed, nuanced and multi-layered descriptions of the contexts of schooling and the children's own cultural worlds as revealed by participant observation and interview, a picture is drawn of two schools in a semi-rural setting in the east of England. The descriptions given are evocative and rich - what Clifford Geertz would have called 'thick' - in the best tradition of ethnographic work. By the end of the book, one feels one knows, personally, Alison and Sophie, Tom and Pete, and the other children in this account. These schools, Tipton and Hirstwood, are not only instantly familiar - the subject of numerous other descriptions of primary schools from the UK, Australia and the US, but also peculiarly individual.
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I am very honoured to have been asked by Emma to write the foreword to her book. People sometimes ask you it's a good interview question to name a book by someone else that you wish you'd written yourself. Emma's book is firmly on my list of these books. Girls, Boys and Junior Sexualities is a major contribution to the growing field of literature about children's sexualities.

But it is more than that. Based on rigorously collected and analysed empirical, ethnographic data, the book helps us to think about childhood, about sexualities and about schools as sites of cultural negotiation and struggle in new and interesting ways. Using detailed, nuanced and multi-layered descriptions of the contexts of schooling and the children's own cultural worlds as revealed by participant observation and interview, a picture is drawn of two schools in a semi-rural setting in the east of England.

The descriptions given are evocative and rich - what Clifford Geertz would have called 'thick' - in the best tradition of ethnographic work. By the end of the book, one feels one knows, personally, Alison and Sophie, Tom and Pete, and the other children in this account. These schools, Tipton and Hirstwood, are not only instantly familiar - the subject of numerous other descriptions of primary schools from the UK, Australia and the US, but also peculiarly individual.

The book doesn't stop at description, however, but draws us into a highly nuanced theoretical account of children's school-based sexualities. One of the successes of the book is that it does all this whilst remaining eminently readable - I found myself describing it to a friend as 'gripping' when I was in the middle of it.

It introduces and explains difficult and abstruse theories of sexuality for example those of Judith Butler in ways that render them clear, understandable and relevant for practitioners working with children whether as teachers, social workers, carers, etc. Emma, herself, has outlined the main 'findings' her quote marks of the book in her final chapter.

In this foreword, I don't wish to repeat what she has said there, but would like to draw attention to some of the most striking aspects. An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while. No cover image. Read preview. Synopsis Girls, Boys and Junior Sexualities takes an insightful and in-depth look at the hidden worlds of young children's sexualities. Based upon extensive group interviews and observation, the author illustrates how sexuality is embedded in children's school-based cultures and gender identities.

From examining children's own views and experiences, the book explores a range of topical and sensitive issues, including how: the primary school is a key social arena for 'doing' sexuality sexuality shapes children's friendships and peer relations being a 'proper' girl or boy involves investing in a heterosexual identity children use gendered or sexual insults to maintain gender and sexual norms.

Grounded in children's real-life experiences, this book traces their struggles, anxieties, desires and pleasures as they make sense of their emerging sexualities. Girls, Boys and Junior Sexualities is a timely and powerful resource for researchers, educationalists and students in childhood studies, sociology and psychology and will be of great interest to professionals and policy makers working with young children. Excerpt I am very honoured to have been asked by Emma to write the foreword to her book.

Read preview Overview. Duncan Praeger, The Journal of Consumer Affairs, Vol. Women's Studies Quarterly, Vol. Rao, T. A Modus Vivendi? Portier, William Dallavalle, Nancy C. Roberts, Christopher Beattie, Tina R. Reno, R. Sex Education for Our Children? By Manila Bulletin, August 18, We use cookies to deliver a better user experience and to show you ads based on your interests.

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