scholarly journals Linguistic Negotiations of Sexual Agency in Sexuality Education

2021 ◽  
Author(s):  
◽  
Brian Walter King
Keyword(s):  
Young People ◽  
Community Of Practice ◽  
Sexuality Education ◽  
Transmitted Disease ◽  
Education Programme ◽  
Sexual Agency ◽  
Subject Positions ◽  
School Communities ◽  
Sexually Transmitted ◽  
Classroom Resources

<p>The investigative aim of this thesis is to explore the role of language in the construction of sexuality agency during a classroom-based sexuality education programme for adolescents. The thesis begins with an examination of the motivations behind the study of agency in relation to sexuality. Overlapping research gaps in the fields of language and gender/sexuality and sexuality education are identified. Scholars from both fields have pinpointed difficulties with the accessing of agentive sexual subject positions by young people (particularly young women) during conversation. Investigations into sexuality education in New Zealand have suggested that ‘Discourses’ of sexuality in classrooms and broader school communities position students as ‘sexual’ while simultaneously constructing them as innocent and childlike (and thus non-sexual). These ‘large-D’ Discourses have been identified as possible reasons for a lack of decline in the rates of pregnancy and sexually transmitted disease amongst young people despite an overt focus on such topics in sexuality education. The theory is that because they have not developed a sense of agency in relation to sexuality, young people are ill-equipped to navigate the risks of sexual activity. A question which remains is exactly how sexual agency is negotiated through ‘small-d’ discourse (e.g. ‘talk’), by young people in classrooms. This study focuses on language usage during classroom discussions of sexuality in order to shed light on linguistic strategies that young people employ in order to position themselves (or not) as sexual agents during sexuality education, and how they respond to being similarly positioned, both by others and by their classroom resources. In order to gain an understanding of the working dynamics of the school and classroom, an ethnographic approach was employed. The researcher participated in classes for a period of time before the sexuality programme began in order to observe relations between the participants, including the distribution of power amongst teacher and students. These observations were essential to comprehending the understandings that participants bring to the processes and activities under study. This approach also permitted the tracing of the emergence of a community of practice in this classroom. Through close attention to language via poststructuralist discourse analysis, it has been possible to demonstrate how interactants performatively lay claim to (or avoid) sexual agency in this community of practice. By actively participating in discussions of sexuality, the students, both boys and girls, experience being placed in sexually agentive subject positions. They respond in various ways; sometimes aligning, sometimes resisting, other times resignifying those positions in complex interactions of masculinity, femininity, desire, and sexual identity. Finally, the findings of this thesis are assembled in order to consider implications for the study of language and sexuality as well as considering the importance of discursive positionings (by teachers and classroom resources) for future student possibilities in terms of sexual agency development.</p>

scholarly journals Linguistic Negotiations of Sexual Agency in Sexuality Education

2021 ◽  
Author(s):  
◽  
Brian W King
Keyword(s):  
Young People ◽  
Community Of Practice ◽  
Sexuality Education ◽  
Transmitted Disease ◽  
Education Programme ◽  
Sexual Agency ◽  
Subject Positions ◽  
School Communities ◽  
Sexually Transmitted ◽  
Classroom Resources

<p>The investigative aim of this thesis is to explore the role of language in the construction of sexuality agency during a classroom-based sexuality education programme for adolescents. The thesis begins with an examination of the motivations behind the study of agency in relation to sexuality. Overlapping research gaps in the fields of language and gender/sexuality and sexuality education are identified. Scholars from both fields have pinpointed difficulties with the accessing of agentive sexual subject positions by young people (particularly young women) during conversation. Investigations into sexuality education in New Zealand have suggested that ‘Discourses’ of sexuality in classrooms and broader school communities position students as ‘sexual’ while simultaneously constructing them as innocent and childlike (and thus non-sexual). These ‘large-D’ Discourses have been identified as possible reasons for a lack of decline in the rates of pregnancy and sexually transmitted disease amongst young people despite an overt focus on such topics in sexuality education. The theory is that because they have not developed a sense of agency in relation to sexuality, young people are ill-equipped to navigate the risks of sexual activity. A question which remains is exactly how sexual agency is negotiated through ‘small-d’ discourse (e.g. ‘talk’), by young people in classrooms. This study focuses on language usage during classroom discussions of sexuality in order to shed light on linguistic strategies that young people employ in order to position themselves (or not) as sexual agents during sexuality education, and how they respond to being similarly positioned, both by others and by their classroom resources. In order to gain an understanding of the working dynamics of the school and classroom, an ethnographic approach was employed. The researcher participated in classes for a period of time before the sexuality programme began inorder to observe relations between the participants, including the distribution of power amongst teacher and students. These observations were essential to comprehending the understandings that participants bring to the processes and activities under study. This approach also permitted the tracing of the emergence of a community of practice in this classroom. Through close attention to language via poststructuralist discourse analysis, it has been possible to demonstrate how interactants performatively lay claim to (or avoid) sexual agency in this community of practice. By actively participating in discussions of sexuality, the students, both boys and girls, experience being placed in sexually agentive subject positions. They respond in various ways; sometimes aligning, sometimes resisting, other times resignifying those positions in complex interactions of masculinity, femininity, desire, and sexual identity. Finally, the findings of this thesis are assembled in order to consider implications for the study of language and sexuality as well as considering the importance of discursive positionings (by teachers and classroom resources) for future student possibilities in terms of sexual agency development.</p>

scholarly journals Linguistic Negotiations of Sexual Agency in Sexuality Education

2021 ◽  
Author(s):  
◽  
Brian W King
Keyword(s):  
Young People ◽  
Community Of Practice ◽  
Sexuality Education ◽  
Transmitted Disease ◽  
Education Programme ◽  
Sexual Agency ◽  
Subject Positions ◽  
School Communities ◽  
Sexually Transmitted ◽  
Classroom Resources

<p>The investigative aim of this thesis is to explore the role of language in the construction of sexuality agency during a classroom-based sexuality education programme for adolescents. The thesis begins with an examination of the motivations behind the study of agency in relation to sexuality. Overlapping research gaps in the fields of language and gender/sexuality and sexuality education are identified. Scholars from both fields have pinpointed difficulties with the accessing of agentive sexual subject positions by young people (particularly young women) during conversation. Investigations into sexuality education in New Zealand have suggested that ‘Discourses’ of sexuality in classrooms and broader school communities position students as ‘sexual’ while simultaneously constructing them as innocent and childlike (and thus non-sexual). These ‘large-D’ Discourses have been identified as possible reasons for a lack of decline in the rates of pregnancy and sexually transmitted disease amongst young people despite an overt focus on such topics in sexuality education. The theory is that because they have not developed a sense of agency in relation to sexuality, young people are ill-equipped to navigate the risks of sexual activity. A question which remains is exactly how sexual agency is negotiated through ‘small-d’ discourse (e.g. ‘talk’), by young people in classrooms. This study focuses on language usage during classroom discussions of sexuality in order to shed light on linguistic strategies that young people employ in order to position themselves (or not) as sexual agents during sexuality education, and how they respond to being similarly positioned, both by others and by their classroom resources. In order to gain an understanding of the working dynamics of the school and classroom, an ethnographic approach was employed. The researcher participated in classes for a period of time before the sexuality programme began inorder to observe relations between the participants, including the distribution of power amongst teacher and students. These observations were essential to comprehending the understandings that participants bring to the processes and activities under study. This approach also permitted the tracing of the emergence of a community of practice in this classroom. Through close attention to language via poststructuralist discourse analysis, it has been possible to demonstrate how interactants performatively lay claim to (or avoid) sexual agency in this community of practice. By actively participating in discussions of sexuality, the students, both boys and girls, experience being placed in sexually agentive subject positions. They respond in various ways; sometimes aligning, sometimes resisting, other times resignifying those positions in complex interactions of masculinity, femininity, desire, and sexual identity. Finally, the findings of this thesis are assembled in order to consider implications for the study of language and sexuality as well as considering the importance of discursive positionings (by teachers and classroom resources) for future student possibilities in terms of sexual agency development.</p>

scholarly journals Linguistic Negotiations of Sexual Agency in Sexuality Education

2021 ◽  
Author(s):  
◽  
Brian Walter King
Keyword(s):  
Young People ◽  
Community Of Practice ◽  
Sexuality Education ◽  
Transmitted Disease ◽  
Education Programme ◽  
Sexual Agency ◽  
Subject Positions ◽  
School Communities ◽  
Sexually Transmitted ◽  
Classroom Resources

<p>The investigative aim of this thesis is to explore the role of language in the construction of sexuality agency during a classroom-based sexuality education programme for adolescents. The thesis begins with an examination of the motivations behind the study of agency in relation to sexuality. Overlapping research gaps in the fields of language and gender/sexuality and sexuality education are identified. Scholars from both fields have pinpointed difficulties with the accessing of agentive sexual subject positions by young people (particularly young women) during conversation. Investigations into sexuality education in New Zealand have suggested that ‘Discourses’ of sexuality in classrooms and broader school communities position students as ‘sexual’ while simultaneously constructing them as innocent and childlike (and thus non-sexual). These ‘large-D’ Discourses have been identified as possible reasons for a lack of decline in the rates of pregnancy and sexually transmitted disease amongst young people despite an overt focus on such topics in sexuality education. The theory is that because they have not developed a sense of agency in relation to sexuality, young people are ill-equipped to navigate the risks of sexual activity. A question which remains is exactly how sexual agency is negotiated through ‘small-d’ discourse (e.g. ‘talk’), by young people in classrooms. This study focuses on language usage during classroom discussions of sexuality in order to shed light on linguistic strategies that young people employ in order to position themselves (or not) as sexual agents during sexuality education, and how they respond to being similarly positioned, both by others and by their classroom resources. In order to gain an understanding of the working dynamics of the school and classroom, an ethnographic approach was employed. The researcher participated in classes for a period of time before the sexuality programme began in order to observe relations between the participants, including the distribution of power amongst teacher and students. These observations were essential to comprehending the understandings that participants bring to the processes and activities under study. This approach also permitted the tracing of the emergence of a community of practice in this classroom. Through close attention to language via poststructuralist discourse analysis, it has been possible to demonstrate how interactants performatively lay claim to (or avoid) sexual agency in this community of practice. By actively participating in discussions of sexuality, the students, both boys and girls, experience being placed in sexually agentive subject positions. They respond in various ways; sometimes aligning, sometimes resisting, other times resignifying those positions in complex interactions of masculinity, femininity, desire, and sexual identity. Finally, the findings of this thesis are assembled in order to consider implications for the study of language and sexuality as well as considering the importance of discursive positionings (by teachers and classroom resources) for future student possibilities in terms of sexual agency development.</p>

AIDS and sex education for young people in China

2001 ◽  
Vol 13 (8) ◽  
pp. 729 ◽  
Author(s):  
Y. Gao ◽  
Z. Z. Lu ◽  
R. Shi ◽  
X. Y. Sun ◽  
Y. Cai
Keyword(s):  
Young People ◽  
Sex Education ◽  
Peer Education ◽  
Education Programme ◽  
Sexual Attitude ◽  
School Students ◽  
Sexually Transmitted ◽  
Unintended Pregnancies ◽  
Unplanned Pregnancies ◽  
China Today

Although China has had a rich sexual culture for thousands of years, Chinese people are usually unwilling to openly discuss issues of sex. Some parents are quite ignorant of the change in their children’s sexual attitude and behaviour. In China today, adolescents are becoming much more sexually liberated. Premarital sex and unplanned pregnancies among teenagers are increasing. Sexually transmitted diseases (STD) including HIV/AIDS are also spreading rapidly. However, young people lack basic information on AIDS/STD and do not know how to protect themselves from these diseases or how to avoid unintended pregnancies. Several major youth peer education programmes in China are mentioned in this paper. Among them, a four-year programme entitled the Australian–Chinese AIDS/STD/Safer Sex Peer Education Programme for Youth, is discussed in some detail. The programme has so far reached over 40000 university and school students. Evaluation results show that the programme is effective in both significantly increasing students’ knowledge about AIDS/STDs and changing their attitude towards AIDS patients. In addition, the programme is highly praised by the students.

School Counsellors' role in sexuality education: What messages about sexual behaviour and sexual responsibility do they give Australian students?

2001 ◽  
Vol 11 ◽  
pp. 35-50 ◽  
Author(s):  
Jan Milton ◽  
Linda Berne ◽  
Wendy Patton ◽  
Judith Peppard
Keyword(s):  
Young People ◽  
Sexual Behaviour ◽  
Sexuality Education ◽  
Unsafe Sex ◽  
Sexually Transmitted ◽  
School Counsellors ◽  
Making Choices ◽  
Sexual Responsibility ◽  
Relationship Breakdown ◽  
Source Of Information

Research in the area of adolescent sexuality suggests that young people use and trust school counsellors as a source of information about sexual issues. Interviews were conducted with 23 counsellors in 19 Australian high schools to explore the messages about sexual behaviour and sexual responsibility given to young people during counselling sessions. The main sexuality issues presenting in a counselling session were concerns about relationship breakdown, sexually transmitted infections after having unsafe sex, sexual orientation, pregnancy, harassment and sexual abuse. Messages given to young people included ones of valuing oneself, making choices without coercion, being informed about consequences and risks, and being safe and responsible if sexually active. A sexual relationship was portrayed as a normal part of life and adolescents were encouraged to talk with their parents. Strategies that these counsellors adopt to help young people are discussed and recommendations are made.

‘It’s kinda bad, honestly’: Australian students’ experiences of relationships and sexuality education

2020 ◽  
Vol 35 (6) ◽  
pp. 538-552 ◽  
Author(s):  
Andrea Waling ◽  
Roz Bellamy ◽  
Paulina Ezer ◽  
Lucille Kerr ◽  
Jayne Lucke ◽  
...  
Keyword(s):  
Young People ◽  
Sex Education ◽  
Sexuality Education ◽  
Large Scale ◽  
Curriculum Policy ◽  
Transmitted Infection ◽  
Negative Experiences ◽  
Content Quality ◽  
Sexually Transmitted ◽  
Controversial Topic

Abstract Relationships and sexuality education for young people in Australia and elsewhere is a controversial topic. Numerous studies in Australia have focused on curriculum, policy, teachers, schools, sexting and other behaviours, and knowledge regarding sexually transmitted infection (STI)/human immunodeficiency virus (HIV) and pregnancy prevention. Few large-scale national studies have engaged with young people about what they want out of their sex education, and what they suggest would be most valuable for future programs in Australia. Data for the study included qualitative comments about experiences of sex education (n = 2316) provided in a national survey of adolescent sexual health. An initial thematic inductive analysis identified comments falling into two dominant themes: positive and negative experiences of their sex education. Results indicate that young people in Australia are articulate and understanding of the gaps in their sex education. A majority of comments highlighted negative experiences. These comments primarily discussed issues of delivery (timing, environment, person) and content quality (comprehensiveness). A minority highlighted positive commentary also around delivery (environment, person) and content quality (comprehensiveness). The findings of this study illuminate contemporary adolescent concerns regarding their experiences of education. Understanding these experiences can inform future curriculum development, teacher training and the design and implementation of policy.

Young People and Cybersex in a Sexually Conservative Society

2011 ◽  
pp. 171-189 ◽  
Author(s):  
Komalsingh Rambaree
Keyword(s):  
Social Policy ◽  
Young People ◽  
Sex Education ◽  
Policy Making ◽  
Sexuality Education ◽  
Education Programme ◽  
Moral Values ◽  
Policy Implications ◽  
Religious Leaders ◽  
The Social

This chapter describes the process, explains the aspects, analyses the experiences and considers the social policy implications, of cybersex among young people from the sexually conservative Mauritian society. This chapter is based on a study, in which it is found that some of young people from Mauritius are involved in cybersex. The chapter therefore argues that Internet-based technologies are further breaking down ‘the traditional and moral values’, which some politicians, religious leaders and parents want to preserve through social policy related to sexuality education in Mauritius. A sexual rights-based approach to policy making and interventions for a formal sex education programme in Mauritius is found more appropriate within this particular context, and therefore recommended in this chapter. Finally, this chapter concludes that an appropriate formal sex education for young people should take into account the ‘Net Culture’ context within which contemporary young people are growing sexually in Mauritius.

scholarly journals ‘Sex Is Not Just about Ovaries.’ Youth Participatory Research on Sexuality Education in The Netherlands

2020 ◽  
Vol 17 (22) ◽  
pp. 8587
Author(s):  
Marianne Cense ◽  
Steven de Grauw ◽  
Manouk Vermeulen
Keyword(s):  
Young People ◽  
Sexual Coercion ◽  
Sexuality Education ◽  
Point Of View ◽  
Sexual Pleasure ◽  
Sexual Diversity ◽  
Sexually Transmitted ◽  
Whole School ◽  
Teacher Skills ◽  
Peer Researchers

Young people are not satisfied with the sexuality education they receive in Dutch high schools. They rate their sexuality education as mediocre (5.8 on a scale of one to ten). In cooperation with 17 young peer researchers, we explored what good sexuality education looks like from the point of view of young people. The peer researchers collected data in their own high school, using mixed methods, starting with individual interviews, followed by focus group discussions and Photovoice sessions to get more in-depth views on topics, class atmosphere, and teacher skills. In total, 300 pupils aged 12–18 participated in the research. Our findings demonstrate that young people want more sexuality education, during their whole school career. They want sexuality education to move beyond biological functions, sexually transmitted diseases, and reproduction into issues like dating, online behavior, sexual pleasure, relationships, and sexual coercion. Moreover, pupils want sexual diversity integrated and normalized in all content. One of the main issues is that sexuality education should be given in a safe class atmosphere, which demands sensitivity from the teacher. In addition to the findings of the study, this article reflects on the steps to be taken to realize the changes desired by young people.

scholarly journals Committing to comprehensive sexuality education for young people in Eastern and Southern Africa

2018 ◽  
Vol 26 ◽  
pp. 138
Author(s):  
Elizabeth Bruce
Keyword(s):  
Young People ◽  
Reproductive Health ◽  
Southern Africa ◽  
Sexuality Education ◽  
Sexual And Reproductive Health ◽  
National Curriculum ◽  
Reproductive Health Services ◽  
Comprehensive Sexuality Education ◽  
Sexually Transmitted ◽  
Eastern And Southern Africa

The Ministerial Commitment on Comprehensive Sexuality Education and Sexual and Reproductive Health Services for Adolescents and Young People in Eastern and Southern Africa (ESA), or the ESA Commitment, was affirmed December 7, 2013, by 21 countries located across this region during the 17th International Conference on AIDS and Sexually Transmitted Infections in Africa. The ESA Commitment speaks to the numerous practices and challenges of school age populations stemming from interplay among education, health, and contextual issues varying by country. Analysis of this policy is approached using methodology drawn from Bartlett and Vavrus (2014, 2017) and using a lens of policy borrowing, particularly focused on incorporating agency, process, impact, and timing (Steiner-Khamsi, 2000, 2010). This analysis seeks to understand the ESA Commitment and national curriculum subsequently implemented in Zambia by situating these actions among broader international, regional, and national discourse in the area of sexual and reproductive health and education for young people between 1994 and 2016. Through analysis considering its effectiveness in terms of implementation, scalability, and sustainability, its ability to enable progress towards improving the lives of young people, especially through increased knowledge of HIV/AIDS prevention, is examined and recommendations are presented.

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