ABSTRACT

As the school National Science Curriculum in Turkey includes topics such as human reproduction, hormonal growth and adolescent health, elementary school science teachers (ESTs) are required to teach sexuality-related topics to their students. However, studies have shown that teachers in Turkey, like their counterparts in many other countries, have little or no information about how to approach such matters and feel constrained from talking about sexuality in the classroom because sexuality has traditionally been perceived as a taboo. Informed by Foucault’s analysis of sexuality and power, this study examined how five ESTs responded to problem scenarios related to teaching and discussing sexuality-related topics in the classroom. Findings suggest that while ESTs did discuss, directly or indirectly, sexuality-related topics and issues in their classrooms, their pedagogical strategies resonated with patriarchal discourses and were influenced by a fear of the serious consequences they might face by troubling the social norms and taboos currently surrounding sexuality in Turkey today.

抽象的

由于土耳其的国家科学课程学校包含人类生殖，荷尔蒙生长和青少年健康等主题，因此要求小学科学老师（ESTs）向学生讲授与性相关的主题。但是，研究表明，土耳其的老师们与其他许多国家的老师一样，对于如何处理此类问题几乎一无所知，并且由于在课堂上谈论性问题而感到束手无策，因为传统上将性问题视为禁忌。在福柯对性与权力的分析的指导下，本研究考察了五个无忧教育如何对与课堂教学和讨论性相关主题有关的问题情景做出反应。研究结果表明，尽管EST确实进行了直接或间接的讨论，