Sex as Development: Curriculum, Pedagogy and Critical Inquiry

Janssen, Diederik F.

doi:10.1080/10714410802629227

Cited by 12 publications

(12 citation statements)

References 47 publications

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“…According to UNESCO (2009), good sexuality education develops learners holistically and equips them with skills to negotiate their relationships with others. On the other hand, Janssen (2009) argues that for sexuality education to be good, it should critique norms and address all sexualities positively. This would allow for schools and communities to challenge oppressive and negative sexuality norms that privilege certain sexualities over others, hence creating safe spaces for learners to construct their sexual identities without prejudice.…”

Section: What Is Comprehensive Sexuality Education?mentioning

confidence: 99%

The Political Economy of Violence: Gender, Sexuality and SDGs

Thapar‐Björkert¹,

Ranwa²

2016

Transitioning to Gender Equality

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she/her) is Head of the Gender and Diversity Department at the School of Humanities and Social Sciences (SHSS) at the University of St. Gallen. She is a member of the leadership team of the Contextual Studies program at the University of St. Gallen. Since March 2021 she co-leads the nationwide project "Think Tank Gender & Diversity". Additionally, she is a member of the Swiss Association for Gender Studies (SAGS) and of the CEMS Faculty Group on Gender and Diversity Management. Her teaching and her research interests include cultural studies of gender, intersectionality, diversity and inclusion, care economy, queer and affect studies, sexuality, sexual script theory, intimacy, violence, and narrative identity. In her second book on sexuality, affect, and gender, she analyses sexual scripts as palimpsests in theoretical debates and literary texts. The Book appeared in 2020.Dr. Andrea Zimmermann (she/her) is Senior Researcher at the Center for Gender Studies, University of Basel. She received her PhD from the University of Zurich. Since January 2017 she has coordinated the inter-university PhD program, Gender Studies CH, of the Universities of Basel, Bern and Zurich. Andrea Zimmermann is project manager of the literature study 'Gender Equality Measures in Academia' on behalf of the Gender Equality Commission of the SNSF, and project manager of the cooperation project "Gender & Science. Analysing and transforming Gender Structures in the NCCR MSE". Furthermore, her research analyses gender relations in the Swiss cultural sector. Together with Dominique Grisard she founded "Art of Intervention"-a platform for research and collaboration with cultural institutions to foster the dialogue between art and academia. Her research and teaching focuses on gender theory, queer feminist critique, affect studies, diversity and inclusion, masculinity(s), postcolonial theory and psychoanalysis.

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Section: What Is Comprehensive Sexuality Education?mentioning

confidence: 99%

The Political Economy of Violence: Gender, Sexuality and SDGs

Thapar‐Björkert¹,

Ranwa²

2016

Transitioning to Gender Equality

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“…If and when sex is talked about in U.S. public schools, the only pedagogical conversation that is usually legally permitted is one in which the terror of desire is propagated via the proliferation of fear. Thus, the "official knowledge" of the sex curriculum is restricted to health education classes where students learn about the biology, the methodology, and the epidemiology (sexual diseases) of intimate sexual activity (Allen, 2008;Ashcraft, 2006;Farrelly, O'Brien, & Prain, 2007;Fine & McClelland, 2006;Janssen, 2009;Lamb, 2010). In her 1988 article in the Harvard Educational Review, Michelle Fine identified the three most pervasive discourses in the sex education curriculum: sexuality as violence; sexuality as victimization; and sexuality as individual morality.…”

Section: Abstinence In/by Inclusive Contextsmentioning

confidence: 99%

“Coming Out Crip” in Inclusive Education

Erevelles

2011

Teachers College Record

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Background/Context The author argues that within inclusive education's almost obsessive focus on space, there is a tendency to ignore the ideological assumptions that undergird the curricular and extracurricular practices in schools that serve to construct certain student subjectivities as deviant, disturbing, and dangerous, thereby justifying their exclusion. Purpose/Objective/Research Question/Focus of Study Sexuality is one such discourse that challenges naïve notions of inclusion. Heteronormative in its ideological content, discourses of sexuality, being both restricted and restrictive, play a critical role in defining the “normal” child, while at the same time intervening in the most personal/private space of intimacy. The pregnant teen, the lesbian gay bisexual transsexual questioning intersex (LGBTQI) young adult, and the disabled student are some examples of children and youth for whom the mere expression of their sexuality casts them as abnormal. Thus, the author examines the dominant discourses of sexuality in the school curriculum from the critical standpoint of disability studies. Research Design Analytic essay. Data Collection and Analysis The author demonstrates how discourses of sexuality rely on the ideology of the “normate” to segregate, to exclude, and to dehumanize those sexual subjects who disregard the rules of normativity. Conclusions/Recommendations Transformative possibilities in “coming out crip” for inclusive education are discussed. To prevent Constance McMillen from bringing a female date to her prom, the teen was sent to a “fake prom” while the rest of her class partied at a secret location at an event organized by parents.

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“…Moreover, the rise of therapy culture around sex (that is, bringing sex into the public eye where popular stars make self-disclosures and the discourse around sex centers around issues of health and happiness) required teachers to teach 'healthy' sex behaviors and discourage 'unhealthy' sex behaviors (Furedi, 2003;Janssen, 2009) rather than right and wrong. Of course, many who design curricula have ethical principles in mind that they hope teens will follow.…”

Section: Ethics-based Sex Educationmentioning

confidence: 99%

“…There is also a growing body of work that discusses sex education related to issues of 'normality' and power (Janssen, 2009). Those who write about what a democratic sex education could look like point specifically to inclusion as a key component.…”

Section: Ethics-based Sex Educationmentioning

confidence: 99%