Gender, Sex, Taboo

Acknowledgment Preface Abbreviations 1 Introduction: Sexuality Education and Gender in Armenian Schools 1.1 Sexuality Education 1.2 "Healthy Lifestyle" Program in Armenian Schools 1.3 Conceptual Framework 1.4 Aim and Research Methods 1.5 Overview of the Structure 2 Theoretical Assumptions of the Construction and Doing of Gender 2.1 Theoretical Assumptions of the Study 2.2 Social Constructionism and Nature and Nurture of Gender 2.2.1 Central Characteristics 2.2.2 Nature and Nurture (Constructionism) 2.3 Poststructuralist Approach to Gender 2.4 Ethnomethodology, Doing Gender and Doing Classroom 2.4.1 Doing Gender 2.4.2 Doing Gender in Classroom 3 Gender (In)equality in Armenia 3.1 Historical Look 3.2 Religion and Gender 3.3 Family, Gender Roles and Violence 3.3.1 Domestic Violence: Legal Mechanisms and Social Norms 4 Sexuality Education and Healthy Lifestyle Program 4.1 Main Forms of Sexuality Education 4.2 School-based Sexuality Education and Teachers 4.3 Healthy Lifestyle - Armenian Approach to Sexuality Education 5 Methodology: Examining and Reconstructing Gender Knowledge in Healthy Lifestyle Classroom Discussions 5.1 Research Question 5.2 Research Paradigm 5.3 Stages of Data Collection 5.3.1 Interviews withHealthy Lifestyle Educators in 2016 5.3.2 Healthy Lifestyle Classroom Observations in 2018 5.3.3 Observation of Healthy Lifestyle Teacher's Trainings and Informal Interviews 5.4 Data Analysis with the Documentary Method 5.4.1 Selection of Passages 5.4.2 Analytical Steps 5.4.3 Main Terms 5.5 Example of Analyzing Procedure 5.5.1 Formulating Interpretation 5.5.2 Reflecting Interpretation 5.6 Ethical Considerations 5.7 Reflexivity and Epistemological Positioning 6 Results: Reconstruction of Gendered Knowledge in Healthy Lifestyle Lessons 6.1 Unwanted Pregnancy, Responsible Behaviour, Abstinence 6.2 Gender Roles and Abuse of Power 6.2.1 Gender and Family 6.2.2 Societal Attitude, Family and Gender 6.2.3 Household Responsibilities and Gender 6.3 Sense-genetic