Medvrstniško spolno nasilje v osnovni šoli

magistrsko delo

Petra Rakovec (Author), Janez Krek (Mentor)

Abstract

Medvrstniško nasilje v šolah ni nov pojav. Izraža se skozi različne oblike, ena izmed njih je medvrstniško spolno nasilje. Ta se zaradi razvojnih sprememb pojavlja večinoma v zadnjih razredih osnovne šole, nekatere manifestacije pa se pojavljajo tudi v nižjih razredih. V magistrskem delu smo želeli raziskati pogostost pojavljanja medvrstniškega spolnega nasilja, pri čemer smo dali večji poudarek medvrstniškemu spolnemu nasilju, ki je posledica strukturnih neenakosti spola. Posamezniki, ki svoje spolne identitete ne izvajajo v skladu z družbeno sprejeto »pravo« hegemonično moškostjo in ženskostjo, so velikokrat tarča diskriminacije. Te strukturne neenakosti so ukoreninjene tudi v šolskem sistemu, ki vpliva na delovanje učencev v šoli. Šola pod vplivom družbenih norm prenaša tradicionalne poglede na moškost in ženskost v svoje delovanje, s tem pa vpliva na razširjanje strukturnega spolnega nasilja med učenci v šoli. V empirični raziskavi smo raziskali pogostost medvrstniškega spolnega nasilja med učenci 7., 8. in 9. razreda osnovne šole, dojemanje le-tega kot nedopustno nasilje ter stopnjo poseganja učiteljev v dogodke medvrstniškega spolnega nasilja. Ugotavljali smo, katerih preventivnih programov medvrstniškega nasilja se poslužujejo anketirane šole in v kolikšni meri so v te programe zajete aktivnosti medvrstniškega strukturnega spolnega nasilja. Zanimalo nas je, ali imajo šole zapisana posebna pravila delovanja v primerih medvrstniškega spolnega nasilja in v kolikšni meri ta pravila pomagajo učiteljem pri njihovih vzgojnih delovanjih. Poseben poudarek v raziskavi pa smo namenili usposobljenosti učiteljev za poseganje v medvrstniško spolno nasilje ter njihovemu mnenju o potrebi po dodatnih strokovnih izobraževanjih o tem problemu. V raziskavo je bilo vključenih 206 učiteljev/učiteljic in drugih strokovnih delavcev/delavk ter 193 učencev/učenk 7., 8. in 9. razreda naključnih slovenskih osnovnih šol. Podatke smo zbrali z anketnim vprašalnikom, ki smo ga izvedli prek spleta. Rezultati kažejo, da se po mnenju anketirancev medvrstniško spolno nasilje med učenci 7., 8. in 9. razreda pojavlja redko ali včasih, pri čemer se najpogosteje pojavljajo verbalne in simbolne oblike medvrstniškega spolnega nasilja, najredkeje pa fizične oblike spolnega nasilja. Z raziskavo smo ugotovili, da učitelji v medvrstniško spolno nasilje ne posegajo nikoli ali pa to storijo malokdaj. Rezultati glede preventivnih programov medvrstniškega nasilja pa so pokazali, da so dejavnosti, povezane z medvrstniškim strukturnim spolnim nasiljem, vanje zajete le redko. Ugotovili smo, da imajo učitelji za svoja vzgojna delovanja oporo v posebnih pravilih, ki določajo odzivanje učiteljev v primerih medvrstniškega spolnega nasilja, čeprav se za poseganje vanj ti ne počutijo niti neusposobljene niti dovolj usposobljene. Ob tem menijo, da so potrebna dodatna strokovna izobraževanja o problemu medvrstniškega spolnega nasilja. Na osnovi ugotovitev raziskave na koncu izpostavljamo, katerim vsebinam bi bilo treba v takšnih preventivnih programih nameniti več pozornosti.

Keywords

strukturno nasilje;tradicionalna vzgoja;šolska politika;preventivni programi;

Data

Language:	Slovenian
Year of publishing:	2021
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[P. Rakovec]
UDC:	343.541:373.3(043.2)
COBISS:	52883971
Views:	411
Downloads:	54
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Peer sexual violence in primary school
Secondary abstract:	Peer violence in schools is not a recent phenomenon. It manifests in various forms, with one of them being peer sexual harassment. Due to developmental changes, it mostly features in final years of elementary education but certain manifestations may also appear at earlier stages. For this Master’s dissertation we aimed to research the frequency of peer sexual harassment, with special focus on peer sexual harassment resulting from structural gender inequalities. Individuals, who do not exhibit their gender identity in accordance with socially acceptable »proper« hegemonic masculinity and femininity, are often targets of discrimination. These structural inequalities are also rooted in the school system, which influences how the students act in schools. Influenced by social norms, educational insitutions implement traditional views on masculinity and femininity into their procedures and consequently ensure the propagation of structural sexual harassment among students. In the empirical research, we researched how frequent is peer sexual harassment among students in the 7th, 8th and 9th grades of elementary school, the perception of such violence as unacceptable and the degree to which teachers interfere with cases of peer sexual harassment. We investigated which peer violence prevention programs are being utilized by the surveyed schools and to what extent do these programs include activities considering structural peer sexual harassment. We wanted to establish, whether schools have special rules regarding their course of action, in cases of peer sexual harassment and to what extent do these rules help teachers with their educational activities. Special focus of the research was dedicated to training teachers for interfering with peer sexual harassment and their opinion about the need for additional expert courses on how to deal with the problem. The research featured 206 teachers and other professional school staff and 193 students from the 7th, 8th and 9th grades of random Slovenian elementary schools. The data was gathered with a survey questionnaire which was conducted online. According to the results, the respondents feel, that peer sexual harassment among student of 7th, 8th and 9th grades appears rarely or occasionally, with most common forms being verbal and symbolic peer sexual harassment, whereas physical forms appear to be the least common. Our research concluded that teachers almost never, or only rarely, interfere with peer sexual harassment where, the results considering peer sexual harassment prevention programs show that these programs only rarely include activities concerning structural peer sexual harassment. We established that the teachers, regarding educational activities, do have assistance in special rule-sets that specify how they should act in cases of peer sexual harassment; however, they do not feel sufficiently qualified to respond in such situations. That being said, the teachers expressed a need for special expert courses on how to deal with the problem of peer sexual harassment. Based on results of our survey, we conclude our dissertation by presenting the most important aspects of dealing with peer sexual harassment which, according to the results of our survey, should be addressed in special expert courses for teachers.
Secondary keywords:	sexual offence;peer group;spolni prestopek;vrstniki;
File type:	application/pdf
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Pages:	123 str.
ID:	12588742