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The role of teachers in delivering education about respectful relationships: Exploring teacher and student perspectives

机译：教师在开展有关尊重关系的教育中的作用：探索教师和学生的观点

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The focus of this article is a school-based respectful relationships (RRs) pilot project involving grade 8 and 9 students. The project sought to develop a primary prevention approach to gender-based violence (GBV) in Australia. Of particular concern is the curriculum delivery component of a whole school approach that was piloted over a 10-week period in four High Schools in Melbourne, Victoria in 2010. Using data collected from teachers and students through survey, focus group interviews and student written reflections, the article identifies the key role of the teacher, the curriculum materials and the curriculum context in assisting teachers to teach about GBV. Although there was opposition to teaching specifically about GBV by some male teachers, the data indicate that this did not detract from teachers exploring these issues under a 'RRs' framework. Through 'supported risk taking', and the adoption of participatory teaching approaches and affirming and inclusive classrooms, teachers and students ended up with a positive experience of teaching and learning about GBV.
机译：本文的重点是涉及8年级和9年级学生的基于学校的尊重关系（RR）试点项目。该项目试图在澳大利亚开发一种针对基于性别的暴力的主要预防方法。特别令人关注的是，整个学校课程的课程交付部分于2010年在维多利亚州墨尔本的四所中学进行了为期10周的试点。使用通过调查，重点小组访谈和学生书面反思从师生那里收集的数据，本文确定了教师在协助教师教授GBV方面的关键作用，课程材料和课程环境。尽管有人反对某些男教师专门讲授GBV，但数据表明这并没有减损教师在“ RRs”框架下探讨这些问题的能力。通过“支持冒险”，采用参与式教学方法以及肯定性和包容性的教室，教师和学生最终获得了有关GBV的教与学的积极经验。

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