Who's afraid of sex at school? The politics of researching culture, religion and sexuality at school

Allen, Louisa; Rasmussen, Mary Lou; Quinlivan, Kathleen; Aspin, Clive; Sanjakdar, Fida; Brömdal, Annette

doi:10.1080/1743727x.2012.754006

Cited by 37 publications

(12 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Due to space constraints, these challenges are not explored here. For more information, see Allen et al (2013).…”

Section: Notesmentioning

confidence: 98%

“…Data explored here are derived from a larger international project situated in three cities (Melbourne, Auckland and Christchurch) and four secondary schools (two in Melbourne, one each in Auckland and Christchurch). The research formed part of a two-year research project examining how to address cultural and religious diversity in sexuality education (for methodological details of the overarching study, see Allen et al [2013]). Findings in this paper come from one co-educational decile 4 secondary school 3 in Auckland in which the author was the principal investigator.…”

Section: The Studymentioning

confidence: 99%

See 1 more Smart Citation

Don't forget, Thursday is test[icle] time! The use of humour in sexuality education

Allen

2014

Sex Education

Self Cite

View full text Add to dashboard Cite

“…Due to space constraints, these challenges are not explored here. For more information, see Allen et al (2013).…”

Section: Notesmentioning

confidence: 98%

Section: The Studymentioning

confidence: 99%

Don't forget, Thursday is test[icle] time! The use of humour in sexuality education

Allen

2014

Sex Education

Self Cite

View full text Add to dashboard Cite

“…Besides STIs, undesired pregnancies, bullying, and gender-based violence prevention, some important topics seem to be excluded from sex education. Sexual pleasure, for example, does not seem to factor into sex education as it should (Allen 2006(Allen , 2011(Allen , 2013Allen et al 2014). Elsewhere, it has been argued that pleasure should be part of sexual-health promotion and that safe sex should be eroticised (Plummer 1995).…”

Section: Policies and Practicesmentioning

confidence: 99%

‘Pleasure Is Not in the Science Programme!’: When Anthropology Engages with Sex Education for Teenagers

Landi¹

2017

View full text Add to dashboard Cite

In this article, I analyse how public policies concerning teenage sexual health become educative practices in the Italian public healthcare system. In particular, I investigate sex education addressed to (pre)adolescents starting from an action-research I have been carrying out within a free-access counselling centre for teenagers named Spazio Giovani in Bologna. I focus on how international and national dictates, together with local implementations, define and manage teenagers’ sexual health. Sex education involves various stakeholders such as policy makers, health professionals, teachers, families, and teenagers. They each perform different socio-political visions concerning sex, sexuality, health, and adolescence. Sex education can be either normative or used to empower teenagers’ access to information about sexual and relational wellbeing. Anthropology can highlight the complexity and critical aspects of teenage sexual promotion and, at the same time, suggest inclusive and plural ways to implement comprehensive sexuality education. In this frame, engagement – both as a theoretical approach and an operative vocation – can constitute a tool to put into practice anthropology as public and applied knowledge.

show abstract

“…Within the current research however, the form of 'wonder' by which this data grasped me can be understood as an affective nothing. The significance of this affect must be contextualised within the empirical landscape of sexuality research which is often infused with controversy (see Allen et al, 2013) and subsequently evokes feelings of anger, pleasure, fear, embarrassment and resentment. To feel nothing within such an emotionally charged empirical space, is somewhat of a revelation.…”

Section: A New Materialist Feminist Critique Of Representationmentioning

confidence: 99%

Photos of (no)thing: The becoming of data about sexuality at school

Allen¹

2016

RERM

Self Cite

View full text Add to dashboard Cite

This paper asks, what 'newness ' (Springgay & Zaliwska, 2015) does a new materialist feminist engagement with photos of 'nothing' produce for thinking about images as data in research about sexuality at school? Somewhat unusually, this paper takes as its focusphotos of what appear to be, nothing. These indecipherable photos were captured by student photo-diarists as part of research into the sexual cultures of schooling. Traditionally, these photos would not constitute data because they contain no identifiable people or objects, are blurry and were classified by photo-diarists as 'mistakes'. This paper involves a revisiting of these images drawing on the work of Barad (2007), Hultman andLenz Taguchi (2010) and MacLure (2013). It considers how ideas around onto-epistemology, intra-activity and agential realism might undo and unknow the researcher's previous encounters with them. The paper argues feminist new materialism challenges the nature of what counts as data about sexuality at school and thereby the ontology of data about sexuality itself.

show abstract

Who's afraid of sex at school? The politics of researching culture, religion and sexuality at school

Cited by 37 publications

References 14 publications

Don't forget, Thursday is test[icle] time! The use of humour in sexuality education

Don't forget, Thursday is test[icle] time! The use of humour in sexuality education

‘Pleasure Is Not in the Science Programme!’: When Anthropology Engages with Sex Education for Teenagers

Photos of (no)thing: The becoming of data about sexuality at school

Contact Info

Product

Resources

About