Escaping Oppositional Thinking in the Teaching of Pleasure "and" Danger in Sexuality Education

Autor/in	Cameron-Lewis, Vanessa
Titel	Escaping Oppositional Thinking in the Teaching of Pleasure "and" Danger in Sexuality Education
Quelle	In: Gender and Education, 28 (2016) 4, S.491-509 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2016.1171297
Schlagwörter	Sex Education; Prevention; Sexual Abuse; Ethics; Sexuality; Safety; Health Promotion; Rape; Foreign Countries; Negative Attitudes; Gender Differences; Violence; Positive Attitudes; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Prävention; Vorbeugung; Sexueller Missbrauch; Ethik; Sexualität; Sicherheit; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Sexuelle Gewalt; Vergewaltigung; Ausland; Negative Fixierung; Geschlechterkonflikt; Gewalt; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	Sexuality education and preventative sexual abuse education are often taught as separate subjects in secondary schools. This paper extends the argument against this separation by highlighting flaws in the logic that manifests this separation. Diffracting critical sexuality education theory with the monist logic of new materialism, I rethink sexuality as an array of intra-acting bodies that are always in a process of becoming anew. Realising the belonging together of dualist terms [Bergson, Henri. 1896 [1911]. "Matter and Memory". Translated and edited by Nancy Margaret Paul and W. Scott Palmer. London: George Allen & Unwin Ltd.] and how the reductive structure of dualist logic affirms an original "One", I argue that the feminist push for pleasure-based, sex-positive education affirms sex-negative attitudes. Embracing Barad's [Barad, Karen. 2007. "Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning". Durham: Duke University Press.] notion of ethics as inescapable entanglement woven through all matter(ing), I suggest that rather than any particular "aspect" of sexuality being emphasised in sexuality education it would be more useful to centre classroom discussions on ethics, as inescapable entanglement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01