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Record identifier : 565872
Personal Name - Primary Intelectual Responsibility : Freiburger, Melissa Ann
Title and statement of responsibility : Structuring bodily knowledge: Puberty curricula in the changing context of education [Thesis]
Publication, Distribution,Etc. : Central Missouri State University, 2002
Language of the Item : eng
Dissertation of thesis details and type of degree : M.A.
Body granting the degree : , Central Missouri State University
Summary or Abstract : This study focuses on the question, how and what do girls learn about their changing bodies in the context of schools? This question is a significant one, as most American girls receive some type of formal sexuality lessons. A comparative case study of the puberty education curricula of a private, public, and charter school reveals that through the institution of education, bodily knowledge is stratified. Class observations and personal interviews unearthed the diversity found within the curricula and how educational institutions shape puberty lessons to fit the contours of cultural and class-driven goals. Therefore, research discoveries include the integral roles of social class and culture in the formation of curricular goals as well as the interconnection between class and autonomy in the construction of puberty lessons. Written in a reflective, narrative manner, this study primarily explores emergent themes through the quest to understand the meanings surrounding the construction of puberty education in each of the three sites studied..
Information of biblio record : TL
 
 
 
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