Ruler-Skirt Risings: Being Crafty with How Gender and Sexuality Education Research-Activisms Can Come to Matter

2019 ◽  
pp. 115-140
Author(s):  
Emma Renold
Keyword(s):  
Education Research ◽  
Sexuality Education ◽  
Gender And Sexuality

scholarly journals Histórias e narrativas digitais na educação sexual da infância: possibilidades e limitações

Perspectiva ◽  
2016 ◽  
Vol 33 (3) ◽  
pp. 1041-1068
Author(s):  
Luciana Kornatzki ◽  
Maria Isabel Seixas da Cunha Chagas
Keyword(s):  
Literature Review ◽  
Sex Education ◽  
Research Methodology ◽  
Sexuality Education ◽  
Digital Storytelling ◽  
Digital Technologies ◽  
Gender And Sexuality ◽  
Childhood Sexuality ◽  
Sexuality And Gender ◽  
And Gender

As histórias estão presentes nos espaços escolares da infância e contribuem na construção da criança, de suas sensibilidades e subjetividades. As narrativas digitais, que possibilitam a relação entre história e tecnologias digitais, podem contribuir na inserção das Tecnologias Digitais na escola e em propostas em educação sexual. Objetiva-se, neste artigo, refletir sobre esse recurso como possibilidade pedagógica na problematização do gênero e sexualidade com a infância. Para isso, são apresentadas algumas reflexões sobre histórias e narrativas, assim como uma revisão de literatura, resultante de uma metodologia de pesquisa bibliográfica às bases de dados de Educação, sobre o uso das narrativas digitais em contextos educativos e também em educação sexual, sexualidade e gênero. Reflete-se também sobre limites e possibilidades desse recurso nas temáticas em discussão e mostra-se um cenário de aprendizagem que clarifica e objetiva a proposição das narrativas digitais nessas temáticas. Dessa forma, compreende-se a importância da busca por novas propostas pedagógicas de educação sexual com crianças, incluindo contribuições das tecnologias digitais nesse processo. Digital storytelling in childhood sexuality education: possibilities and limitations AbstractThe stories are present in kindergarten and contribute to the construction of the child, his/her sensibilities and subjectivities. The digital narratives that enable relationships between stories and digital technologies, can contribute to the integration of digital technologies in schools and to the rise of new proposals on sex education. We aim to reflect on this feature as a learning possibility to the problematization of gender and sexuality with children. Therefore, we present some reflections about stories and narratives, as well as a literature review, resulting from a bibliographical research methodology to databases of Education, on the use of digital storytelling in educational contexts as well as in sex education, specifically sexuality and gender. We also reflect about the limits and possibilities of storytelling in sex education and present a learning scenario that clarifies and concretizes the proposition of digital storytelling in these themes. We understand the importance of the search for new educational proposals for children’s sex education, including the contributions of digital technologies in the process.Keywords: Sexuality. Storytelling. Computers and education. Récits numériques dans l'éducation sexuelle a l'enfance: possibilités et limites Résumé Les histoires sont présentes à l'école maternelle et contribuent à la construction de l'enfant, ses sensibilités et subjectivités. Les récits numériques qui permettent établir des relations entre les histoires et les technologies numériques, peuvent contribuer à l'intégration des technologies numériques dans l’école et à la création de nouvelles propositions sur l'éducation sexuelle. Nous visons à réfléchir sur cette fonctionnalité comme une possibilité d'apprendre à la problématisation du genre et la sexualité avec les enfants. Par conséquent, nous présentons quelques réflexions sur les histoires et récits, ainsi que d'une revue de la littérature, résultant d'une méthodologie de recherche bibliographique à des bases de données de l'éducation, sur l'utilisation de la narration numérique dans des contextes éducatifs ainsi que dans l'éducation sexuelle, en particulier la sexualité et le genre. Nous réfléchissons aussi sur les limites et les possibilités de la narration dans l'éducation sexuelle et présentons un scénario d'apprentissage qui clarifie et concrétise la proposition de la narration numérique dans ces thèmes. Nous comprenons l'importance de la recherche de nouvelles propositions pédagogiques pour l'éducation sexuelle des enfants, y compris les contributions des technologies numériques dans le processus.Mots-clés: Sexualité. Contes. Ordinateurs et Éducation.

Sexuality Education and Feminist New Materialisms

2020 ◽  
Author(s):  
Louisa Allen
Keyword(s):  
Education Research ◽  
Sexuality Education ◽  
Unplanned Pregnancy ◽  
Sexual Consent ◽  
New Materialism ◽  
Sexually Transmissible Infections ◽  
New Materialisms ◽  
The World ◽  
Feminist New Materialisms ◽  
Feminist New Materialism

School-based sexuality education has existed in various forms since the 1800s. Sexuality education researchers have recently turned to feminist new materialist thought to rethink debates that occupy this field. These debates include whether sexuality education should be taught at school, who should teach it, and what constitutes appropriate content. While these issues have been important historically, some sexuality researchers view them as stifling other possibilities for teaching and generating knowledge in this field. Feminist new materialism emerges from a broader ontological turn within the social sciences and humanities that diverges from social constructionist accounts of the world. This work is associated with scholars such as Barad, Bennett, Haraway, and Braidotti and draws on thinking from Deleuze and Guattari. Employing theoretical tools, such as “intra-action,” “onto-epistemology,” and “agentic matter,” feminist new materialism reconceptualizes the nature of sexuality education research. These concepts highlight the anthropocentric (human-centered) nature of sexuality education research and practice. Feminist new materialisms encourage us to think about what the sexuality curriculum might look like when humans are not at its core, nor bestowed with the power to control themselves and the world. These questions have profound implications for how we teach aspects of sexuality underpinned by these assumptions, such as safer sex and sexual consent. Ultimately, feminist new materialism encourages us to question whether issues such as prevention of sexually transmissible infections and unplanned pregnancy should remain the conventional foci of this subject.

Flying Faster than the Birds and the Bees

2016 ◽  
pp. 170-187 ◽  
Author(s):  
Theodore Burnes
Keyword(s):  
Education Research ◽  
Multicultural Education ◽  
Sexuality Education ◽  
Human Sexuality ◽  
Learning Experiences ◽  
Research Practice ◽  
Positive Approach ◽  
Research And Practice ◽  
Human Sexuality Education ◽  
Sex Positive

The need for multicultural education to analyze human sexuality education is an area of critical need in research and practice. Many current human sexuality learning experiences contain practices that are shaming to learners, producing values that problematize sexuality. The author of this chapter introduces a sex-positive approach to human sexuality education, honoring multicultural education by intentionally understanding sex-positivity outside of a White, western context. Implications of this approach for education research, practice, training, and advocacy are discussed.

scholarly journals Sexuality education and early childhood educators in Ontario, Canada: A Foucauldian exploration of constraints and possibilities

2021 ◽  
pp. 146394912110607
Author(s):  
Adam WJ Davies ◽  
Alice Simone-Balter ◽  
Tricia van Rhijn
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Sexuality Education ◽  
Professional Training ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Gender And Sexuality ◽  
Early Years ◽  
Professional Practices ◽  
Sexual Diversity

Open conversations regarding sexuality education and gender and sexual diversity with young children in early childhood education settings are still highly constrained. Educators report lacking professional training and fearing parental and community pushback when explicitly addressing these topics in their professional practices. As such, gender and sexual diversity and conversations of bodily development are left silenced and, when addressed, filtered through heteronormative and cisnormative frameworks. Through a Foucauldian post-structural lens, this article analyses data from open-ended qualitative questions in a previous research study regarding early childhood educators’ perceptions on discussing the development of sexuality in early learning settings in an Ontario, Canada context. Through this Foucauldian post-structural analysis, the authors discuss forms of surveillance and regulation that early childhood educators experience in early learning settings regarding the open discussion of gender and sexuality. The authors explore how both the lack of explicit curricula addressing gender and sexuality in the early years in Ontario and taken-for-granted notions of developmentally appropriate practice, childhood innocence, and the gender binary – employed in discourses of sexuality education in the early years – regulate early childhood educators’ professional practices. The authors provide recommendations which critique the developmentalist logics – specifically, normative development – that are used to silence non-heterosexual and non-cisgender identities in the early years, while articulating the need for explicit curricula for educators in the early years regarding gender and sexuality in young children.

scholarly journals “Institutionalized States of Information Abstinence”

2021 ◽  
Vol 6 (2) ◽  
pp. 415-441
Author(s):  
Kathleen (Kaye) A. Hare
Keyword(s):  
Education Research ◽  
Sex Education ◽  
Research Method ◽  
Sexuality Education ◽  
Arts Based Research ◽  
Poetic Inquiry ◽  
Educator Training ◽  
Sensory Ethnography ◽  
Language Discourse ◽  
Embodied Experiences

In this study, I provide applied examples of using cut-up poetic inquiry as an arts-based research method for analyzing erasure poetry. The erasure poetry was composed by five poet-participants and me during a sensory ethnography that explored embodied experiences of a sexual educator training program. I first overview erasure poetics in the context of sexuality education. I explain how erasure poetry as method can interrupt authoritative proclamations of truth, while also providing a technique to grapple with complex, corporeal data – central topics in sex education research. I then theorize cut-up poetic inquiry as an additional form of erasure, asking and illustrating how the processes of cut-up can distill information to enable emergent analytic insights in the context of my research. Throughout, I meditate on how erasure poetry as an arts- based research method can contribute to discussions of language, discourse, and embodiment in sex education research.

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