5,233
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

Ethical implications in teaching and learning about intimate partner violence and femicide prevention

References

  • Adams, T. M., & Fuller, D. B. (2006). The words have changed but the ideology remains the same: Misogynistic lyrics in rap music. Journal of Black Studies, 36, 938–957.
  • Ahlkvist, J. A. (2001). Sound and vision: Using progressive rock to teach social theory. Teaching Sociology, 29, 471–482.
  • Alldred, P., & David, M. (2007). Get real about sex: The politics and practice of sex education. Maidenhead, Berkshire: Open university Press.
  • Allen, L. (2011). Young people and sexuality education: Rethinking key debates. New York, NY: Palgrave Macmillan.
  • Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.
  • Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
  • Barad, K. (2010). Quantum entanglements and hauntological relations of inheritance: Dis/continuities, spacetime enfoldings, and justice-to-come. Derrida Today, 3(2), 240–268.
  • Barad, K. (2012). On touching: The inhuman that therefore i am. Differences, 23(3), 206–223.
  • Barad, K. (2014). Diffracting diffraction: Cutting together-apart. Parallax, 20(3), 168–187.
  • Beentjes, J. W. J., & Konig, R. P. (2013). Does exposure to music videos predict adolescents sexual attitudes? European Scientific Journal, 9(14), 1–20.
  • Benjenstorf, J. (2012, June 20), The Chris Brown-Rihanna saga: A definitive timeline. Gawker. Retrieved from http://gawker.com/5919566/the-chris-brown+rihanna-saga-a-definitive-timeline
  • Black, M. C., Basile, K. C., Breiding, M. J., Smith, S. G., Walters, M. L., Merrick, M. T., … Stevens, M. R. (2011). The national intimate partner and sexual violence survey (NISVS): 2010 summary report. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/violenceprevention/pdf/nisvs_report2010-a.pdf
  • Bozalek, V., & Zembylas, M. (2016). Diffraction or reflection? Sketching the contours of two methodologies in educational research. International Journal of Qualitative Studies in Education, 30(2), 111–127.
  • Bull, S. (2012, April 10), “Rihanna and Chris Brown are soul mates,” her brother Rorrey Fenty reveals as he confirms she did date Drake. Daily Mail. Retrieved from http://www.dailymail.co.uk/tvshowbiz/article-2127672/Rihanna-Chris-Brown-soul-mates-brother-Rorrey-Fenty-reveals-confirms-dated-Drake.html
  • Cameron-Lewis, V. (2016). Escaping oppositional thinking in the teaching of pleasure and danger in sexuality education. Gender and Education, 28(4), 491–509.
  • Cassar, J. (2007). Unveiling desires: adolescents’ hidden graffiti about sexualities and romantic relationships in schooled settings. International Journal Of The Humanities, 5 (4), 179–184.
  • Cassar, J. (2015). Sex and secrecies: An exploration of students’ conceptualizations of heteronormativity. Journal of LGBT Youth, 12(4), 419–435.
  • Cassar, J. (2018a). Ruptured dreams: Female students’ talk about boys as past ‘lovers’. International Academic Forum Journal of Education, 6(1), 43–57.
  • Cassar, J. (2013). How can i lose my shyness? The exploration of self-knowledge through peer-mediated articulations.”. In A. Azzopardi (Ed.), Youth responding to lives: An international handbook (pp. 245–258). London: Sense Publishers.
  • Cassar, J. (2014). Search of sexual knowledge: Attempts at articulating conflict. In G. Frerks, A. Ypeij, & R. König (Eds.), Gender and conflict: Embodiments, discourses and symbolic practices (pp. 193–215). London: Ashgate.
  • Cassar, J. (2018b). Exploring spaces for ‘love’ in sexuality education curricula across the european union. In R. A. Benavides-Torres, D. J. Onofre-Rodríguez, M. A. Márquez-Vega, & R. C. Barbosa-Martínez (Eds.), Sex education: Global perspectives, effective programs and socio-cultural challenges (pp. 37–60). New York, NY: Nova Publishers.
  • Claire, H., & Holden, C. (Eds.). (2007). The challenge of teaching controversial issues. Stoke on Trent: Trentham Books.
  • Connolly, W. (1999). Why am I not a secularist? Minneapolis: University of Minnesota Press.
  • Conrad, K., Dixon, T., & Zhang, Y. (2009). Controversial rap themes, gender portrayals and skin tone distortion: A content analysis of rap music videos. Journal of Broadcasting & Electronic Media, 53(1), 134–156.
  • Cowan, P., & Maitles, H. (2012). Teaching controversial issues in the classroom: Key issues and debates. London: Continuum.
  • Cundiff, G. (2013). The influence of rap/hip-hop music: A mixed-method analysis on audience perceptions of misogynistic lyrics and the issue of domestic violence. The Elon Journal of Undergraduate Research in Communications, 4(1), 71–93.
  • Dawkins, M. A. (2010). Close to the edge: The representational tactics of eminem. The Journal of Popular Culture, 43(3), 463–485.
  • Dolphijn, R., & van der Tuin, I. (2012). New materialism: interviews & cartographies. Ann Arbor, MI: Open Humanities Press.
  • Eells, J. (2013, February 14), Rihanna: Crazy in love. Rolling Stone Online. Retrieved from http://www.rollingstone.com/music/news/rihanna-crazy-in-love-20130214
  • Enck, S. M., & McDaniel, B. A. (2012). Playing with fire: Cycles of domestic violence in Eminem and Rihanna’s “Love the way you lie”. Communication, Culture & Critique, 5, 618–644.
  • Fundamental Rights Agency. (2013). Violence against women: An EU-wide survey. Retrieved from: http://fra.europa.eu/sites/default/files/fra-2014-vaw-survey-main-results- apr14_en.pdf
  • Fundamental Rights Agency. (2017). Challenges to women’s human rights in the EU. Retrieved from http://fra.europa.eu/en/publication/2017/colloq-womens-rights
  • Gorin, V., & Dubied, A. (2011). Desirable people: Identifying social values through celebrity news. Media, Culture & Society, 33(4), 599–619.
  • Gracia, E. (2004). Unreported cases of domestic violence against women: Towards an epidemiology of social silence, tolerance, and inhibition. Journal of Epidemiology Community Health, 58(7), 536–537.
  • Halnon, K. B. (2005). Alienation incorporated: ‘F*** the mainstream music’ in the mainstream. Current Sociology, 53(3), 441–464.
  • Helfferich, C., & Heidtke, B. (2006). Youth sexuality education in a multicultural Europe: Country papers. Cologne: Federal Centre for Health Education (BZgA). Retrieved from http://publikationen.sexualaufklaerung.de/cgi-sub/fetch.php?id=489
  • Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. London: Routledge.
  • Kistler, M. E., & Lee, M. J. (2010). Does exposure to sexual hip-hop music videos influence the sexual attitudes of college students? Mass Communication and Society, 13(1), 67–86.
  • Kohler, P. K., Manhart, L. E., & Lafferty, W. E. (2008). Abstinence-only and comprehensive sex education and the initiation of sexual activity and teen pregnancy. Journal of Adolescent Health, 42, 344–351.
  • Lenz Taguchi, H., & Palmer, A. (2013). A more ‘Livable’ School? A diffractive analysis of the performative enactments of girls’ Ill-/Well-Being With(in) school environments. Gender and Education, 25(6), 671–687.
  • Lindholm, S. (2017). Hip hop practice as identity and memory work in and in-between chile and sweden. Journal of the Finnish Anthropological Society, 42(2), 60–74.
  • Lynch, J., Rowlands, J., Gale, T., & Skourdoumbis, A. (Eds.). (2016). Practice theory and education: Diffractive readings in professional practice. London: Routledge.
  • McCracken, K., Márquez, S., Priest, S., FitzSimons, A., & Torchia, K. (2016). Sexual and reproductive health and rights. Luxembourg: Policy department for citizens’ rights and constitutional affairs. Retrieved from: http://www.europarl.europa.eu/RegData/etudes/STUD/2015/510022/IPOL_STU%282015%29510022_EN.pdf
  • Mitchell, V. A. (2017). Diffracting Reflection: A move beyond reflective practice. Education as Change, 21(2), 165–186.
  • Noonan, R. K., & Charles, D. (2009). Developing teen dating violence prevention strategies: Formative research with middle school youth. Violence Against Women, 15(9), 1087–1105.
  • Oware, M. (2009). A “man’s woman”? Contradictory messages in the songs of female rappers, 1992–2000. Journal of Black Studies, 39(5), 786–802.
  • Palmer, A. (2011). ‘How many sums can i do?’ Performative strategies and diffractive thinking as methodological tools for rethinking mathematical subjectivity. Reconceptualizing Educational Research Methodology, 1(1), 3–18.
  • Parker, R., Wellings, K., & Lazarus, J. V. (2009). Sexuality education in Europe: An overview of current policies. Sex Education, 9(3), 227–242.
  • Primack, B. A., Gold, M. A., Schwarz, E. B., & Dalton, M. A. (2008). Degrading and non-degrading sex in popular music: A content analysis. Public Health Reports, 123(5), 593–600.
  • Renold, E., & Ringrose, J. (2017). Re-animating what else sex education research can do, be and become. In L. Allen & M. L. Rasmussen (Eds.), The palgrave handbook of sexuality education (pp. 547–554). New York, NY: Palgrave, Macmillan.
  • Ringrose, J., & Renold, E. (2012). Slut-shaming, girl power and ‘sexualisation’: Thinking through the politics of the international SlutWalks with teen girls. Gender and Education, 24(3), 333–343.
  • Ringrose, J., & Renold, E. (2016). Teen feminist killjoys? Mapping girls’ affective encounters with femininity, sexuality, and feminism at school. In C. Mitchell & C. Rentschler (Eds.), Girlhood and the politics of place (pp. 104–121). New York, NY: Berghahn.
  • Robinson, K. H. (2012). Difficult citizenship: The precarious relationships between childhood, sexuality, and access to knowledge. Sexualities, 15(3/4), 257–276.
  • Rose, T. (2008). The hip hop wars: What we talk about when we talk about hip hop-and why it matters. New York, NY: Basic Civitas.
  • Sánchez, R. M. (2007). Music and poetry as social justice texts in the secondary classroom. Theory and Research in Social Education, 35, 646–666.
  • Sernhede, O., & Söderman, J. (2012). Hip hop in Sweden: A voice for marginalized youth. In B. J. Porfolia & M. J. Viola (Eds.), Hip Hop(e): The cultural practice and crirical pedagogy of international hip hop (pp. 65–78). New York, NY: Peter Lang.
  • Snaza, N., & Weaver, J. A. (Eds.). (2015). Posthumanism and Educational Research. New York, NY: Routledge.
  • Söderman, J. (2013). The formation of ‘Hip-Hop Academicus’ - how American scholars talk about the academisation of hip-hop. British Journal of Music Education, 30(3), 369–381.
  • Stanley, N., & Humphreys, C. (2017). Identifying the key components of a ‘whole family’ intervention for families experiencing domestic violence and abuse. Journal of Gender-Based Violence, 1(1), 99–115.
  • Stephens, D. P., & Eaton, A. A. (2017). Social networks influencing black girls’ interpretations of chris brown’s violence against rihanna. Journal of Black Psychology, 43(4), 381–408.
  • Stephens, V. (2005). Pop goes the rapper: A close reading of Eminem’s genderphobia. Popular Music, 24, 21–36.
  • Stovall, D. (2006). We can relate: Hip-hop culture, critical pedagogy, and the secondary classroom. Urban Education, 41, 585–602.
  • Wallace, E. V., Thompson, M., & Rhodes, W. (2011). Street culture: A hip-hop HIV- prevention program for minority adolescents living in high-risk communities. International Journal of Humanities and Social Science, 1(16), 79–83.
  • Weitzer, R., & Kubrin, C. E. (2009). Misogyny in rap music: A content analysis of prevalence and meanings. Men and Masculinities, 12(1), 3–29.
  • Wood, J. T. (2012). Gendered Lives (10th ed.). Boston, MA: Wadsworth Cengage Learning.
  • World Health Organization. (2013). Global and regional estimates of violence against women: Prevalence and health effects of intimate partner violence and non-partner sexual violence. Retrieved from http://apps.who.int/iris/bitstream/10665/85239/1/9789241564625_eng.pdf?
  • World Health Organization Regional Office for Europe and the Federal Centre for Health Education (BZgA). (2010). Standards for SE in Europe – A framework for policy makers, educational and health authorities and specialists. Retrieved from: http://www.oif.ac.at/fileadmin/OEIF/andere_Publikationen/WHO_BZgA_Standards.pdf