On the Aesthetic Difficulties of Research on Sex Education: Toward a Methodology of Affect

Autor/in	Sandlos, Karyn
Titel	On the Aesthetic Difficulties of Research on Sex Education: Toward a Methodology of Affect
Quelle	In: Sex Education: Sexuality, Society and Learning, 10 (2010) 3, S.299-308 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
Schlagwörter	Health Education; Sex Education; Focus Groups; Sexuality; Aesthetics; Adolescents; Teachers; Peer Teaching; Emotional Response; Health Behavior; Conflict; Films; Research Methodology; Psychiatry + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Ästhetik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehrer; Lehrerin; Lehrende; Peer group teaching; Peer Group Teaching; Emotionales Verhalten; Health behaviour; Gesundheitsverhalten; Konflikt; Film; Research method; Forschungsmethode; Psychiatrie
Abstract	This paper emerges from an ongoing, three-year qualitative study of how adolescents, teachers, and peer sexual health educators interpret the language of abstinence and represent the emotional meanings that enliven sexuality and sexual health. The paper demonstrates how conflicts of thinking and relationality emerge from aesthetic narratives about adolescent sexuality found in a short film. Aesthetic problems of representing sexuality, subjectivity, and emotional significance found in focus group data are brought to a discussion of some methodological dilemmas of conducting research on the emotional contexts of sexual health education. Drawing on psychoanalytic theories of thinking and symbolization, this paper considers how aesthetic encounters with film may enable researchers and educators to explore the hidden investments and evasive maneuvers that structure conversations about sexuality and emotional life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10