The teaching body in sexuality education – intersections of age, gender, and sexuality

IF 1.4 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Rebecka Fingalsson
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Abstract

This paper illuminates how teachers are influenced by age, gender and sexuality in teaching about sex and relationships. In this analysis grounded in feminist theory, age, gender and sexuality are considered to be enacted as doings. Six interviews with teachers working with sexuality education in K-12 schools in Sweden were chosen from of a larger body of material consisting of 21 interviews with professionals engaged in school-based sexuality education. The six interviewees were selected because they explicitly addressed how teachers’ age, gender and/or sexuality come to matter in the classroom. Findings show how male and female teachers organise their teaching in relation to normative expectations of age, gender and sexuality. In sexuality education, the diverse life-courses of (hetero)sexual women offer a wide range of pedagogic possibilities for female teachers to address issues of sexuality, consent and relationships whereas male teachers are constrained to doing safe(r) forms of masculinity by directing attention away from their bodies and experiences. In understanding these results, I argue that the figure of the tant has been key in forming the pedagogic backdrop to Swedish sexuality education, hence embedding a normative ‘who’ in the ‘how’ to teach sexuality education.
性教育的教学主体——年龄、性别和性的交叉点
本文阐述了年龄、性别和性向对教师性与关系教学的影响。在这种基于女权主义理论的分析中,年龄、性别和性行为被认为是作为行为而制定的。对瑞典K-12学校从事性教育工作的教师进行的6次访谈是从对从事校本性教育的专业人员进行的21次访谈中挑选出来的。之所以选择这六位受访者,是因为他们明确地阐述了教师的年龄、性别和/或性取向在课堂上的重要性。调查结果显示,男性和女性教师如何根据年龄、性别和性取向的规范期望组织教学。在性教育中,(异性恋)性女性多样化的人生历程为女教师提供了广泛的教学可能性,以解决性、同意和关系问题,而男教师则被迫通过将注意力从他们的身体和经历上转移开来,以安全的(r)形式表现男性气质。在理解这些结果的过程中,我认为,在形成瑞典性教育的教学背景方面,这一数字是关键,因此,在“如何”教授性教育的过程中,嵌入了一个规范的“谁”。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.00
自引率
10.50%
发文量
57
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