Negotiating masculinities and learning to 'be a man' at school in New Delhi, India

Schools are seen as crucial sites in which young people ‘learn’ gender, both directly and indirectly. Nayak & Kehilly (2008) have argued that schools are ‘one of the most formative arenas in which young people experience and contribute to the (re)production of social norms’, including those relating to gender and sexuality. Meanwhile, last year, the Justice Verma Commission called for schools to ‘act as counter-socialisers to tackle gender bias and discrimination’ (Verma et al 2013). This paper draws on findings from my multi-method PhD study, which focuses on young people's experiences of learning about gender and sexuality in three co-educational, English-medium secondary schools in New Delhi, India. The paper focuses on the ways in which boys negotiated masculinities and learned to 'become men' in their everyday lives at school. Findings are discussed in three main areas; how schools act as agents in reproducing masculinities; how students themselves are agents in (re)producing masculinities at schools; and other sites of learning which contribute to boys' understandings of 'being a man'

Using ethnographic methods to explore masculinities at school: reflections on participant observation with young men in New Delhi, India

This paper outlines findings on masculinities and violence from my multi-method PhD study, which explored young people's experiences of learning about gender and sexuality in three co-educational, English-medium secondary schools in New Delhi, India. In particular, the paper discusses the value of including an ethnographic approach when exploring masculinities in the study. This includes reflections on my embodied experiences of doing research with 15-17 year old boys. In particular, I reflect on how these boys reacted to me as a woman who looked Indian but was not-quite Indian, and who seemed like an authority figure but did not act like one. In turn, I consider how my personal responses to their behaviour affected my participation, observation and interpretations within the schools. These reflections are part of the process described by Cornwall & Lindisfarne (1994), which involves linking my position as a gendered political agent, my gendered socialisation in the field, and the ways I reposition myself within an academic context

‘Sex education should be taught, fine…but we make sure they control themselves’: teachers' beliefs and attitudes towards young people's sexual and reproductive health in a Ugandan secondary school

Although schools have been identified as important settings in which young people's sexual and reproductive health (SRH) can be promoted, there has been limited research into the role of teachers in delivering sex education programmes. This paper describes findings from a qualitative study of teachers' beliefs and attitudes towards young people's SRH in a Ugandan secondary school, and discusses the ways in which conservative attitudes to young people's sexual activity and an adherence to gender stereotypes can limit students' access to SRH information and services. Teachers' attitudes, beliefs and often superstitions relating to young people's sexual activity inevitably affect the content and nature of school-based sex education. Findings from this preliminary study suggest that, rather than assuming teachers act as neutral delivery mechanisms in schools, these attitudes and beliefs must be taken into consideration and addressed in the development of school-based sex education programmes

SENDRATARI SAMPIK INGTAI SEBUAH ASIMILASI BUDAYA BALI DAN CINA

Abstract: The story of Sampik Ingtai as one of stories resulting from the assimilation of Balinese and Chinese Culture has stimulated the create a performance art entlited “Sampik Ingtai Ballet” with the central theme of “loyayty”. Their pledge of loyalty made the story end in tragedy because the two characters died, and they were only happy in the here after. The creation of Sampik Ingtai Ballet is based on the richness of unique movement and rules of Balinese dance, The movement elements are them formulated and harmoniously. Combined with the elements of Chines drama theater and are developed by modern composition principles. It is expected that the new performance art will have its own identity and uniqueness

‘Virginity is a virtue: prevent early sex’: teacher perceptions of sex education in a Ugandan secondary school

Sex education is a politically contentious issue in many countries, and there are numerous, competing ideologies relating to the most appropriate methods to teach young people about sexual and reproductive health. This paper examines policy and practice in Uganda in light of two contrasting ideologies, namely morally conservative and comprehensive rights-based approaches to sex education. After a brief description of these approaches, findings from a preliminary qualitative study among teachers working in a non-governmental organisation-run secondary school in Uganda are discussed. Teachers’ responses are analysed against the background of current Ugandan sex education policies. The paper considers the implications of the conservative morality informing both Ugandan government policy and teachers’ implementation of sex education at the focus school. It is argued that, in the light of young Ugandans’ attitudes towards and often varied experiences of sexuality, a comprehensive rights-based approach to sex education may be more appropriate in the described setting

Squamous Cell Carcinoma of Endometrium with Extensive Icthyosis Uteri

We report a rare case of squamous cell carcinoma of endometrium arising in icthyosis uteri in a 60 years old lady presenting with vaginal bleedin