You are standing 2.5 m directly in front of one of the two

4/5/16 Schools and the Social Control of Sexuality by Miceli▯ ▯ • 90% of adults have sex before marriage▯ • 10% are gay and lesbian▯ • schools-social power-dominant groups can purposefully transmit inequalities and the process will be viewed as objective and fair▯ • hegemonic curriculum-simultaneously legitimizes or rejects other cultures and knowledge forms▯ • hidden sexuality curriculum-heterosexuality is exclusively the norm of acceptable behavior, discussion and even feeling▯ • schools also transmit conventional gender sexual norms and an ideal of marriage and family▯ • proms-appropriate/expected forms of femininity and masculinity monogamous heterosexual relationships with traditional binary gender roles▯ • what if you don’t fit in-punishment rejection and accusations of being a fag, dyke, gay etc.▯ • why punishment▯ • “(gay) students” have to accept (heterosexuals), but they do not have to accept us”▯ • “straight students”- free to express themselves, but LGBTQ students’ expression are limited and persecuted▯ • LGBTQ students experience harassments- “heteronormativity” legitimizes such acts▯ • the existence of gay and lesbian people is not discussed in the curriculum of most schools - “to take ‘neutral’ stance on sexuality”▯ • abstinence only — information - increase sexual activity, STDs and teen pregnancy▯ • what been taught in US schools▯ - the authorized suppression of a discourse of female sexual desire▯ - the promotion of a discourse of female sexual victimization ▯ - the explicit privileging of married heterosexuality over other practices of sexuality▯ • “these programs teach girls to fear their own sexuality, to view sex as dangerous and harmful, victim of their own or males’ uncontrolled sexuality▯ • sex education classes- disagreement about the species content and aim of sex education classes persist▯ • comprehensive sexuality education- stress on abstinence of youth and information on contra- ception and abortion▯ • sexuality as positive and healthy, general support for gender equality and acceptance of sex- ual diversity▯ ▯ The State▯ • what are the characteristics and roles of the state▯ • (monopoly) control of the means of violence▯ • territoriality ▯ • sovereignty ▯ • constitutionality- the basic “rules of the game”▯ • “the rule of law” and the exercise of impersonal power▯ • public bureaucracy▯ • authority and legitimacy▯ • citizenship▯ • taxation▯ ▯ ▯ ▯ 4/5/16 The Government▯ ▯ • Who/which entities hold power to influence important decisions made by the government▯ - who/which entities are likely to have more influence/power than the others▯ • If those decisions promote interests of certain segments of population more than the others, how can the government legitimize such un-neutral/biased patterns of decision-making▯ - about public assistance programs for the needy▯ - criminal justice system▯ - immigration control and regulations▯ - health care▯ ▯ Public Assistance Programs for the Needy▯ • What should be the role of the government▯ • Can we rely on charity, donation, volunteerism to resolve this issue▯ ▯ • The UN conference on women in 1995▯men of Color▯ • Welfare reform in 1996▯ - reduction of welfare roles▯ - to move women toward economic self-sufficiency▯ • Outcomes▯ ▯ High Rates of Incarceration in the U.S.▯ • Why are so many people being locked up For what purpose▯ • What are alternative approaches to ensure the safety of community▯ ▯ Beyond Crime and Punishment: Prisons and Inequality by Western and Petit▯ • High imprisonment rates among disadvantaged men and poor economic prospects for ex-in- mates▯ • Racial inequality in employment and earning - if we include imprisoned population inequality is greater▯ ▯