Sexuality as Movement

Autor/in	Cameron-Lewis, Vanessa
Titel	Sexuality as Movement
Quelle	In: Educational Philosophy and Theory, 51 (2019) 8, S.841-851 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2018.1516140
Schlagwörter	Sexuality; Sex Education; Social Attitudes; Feminism; Foreign Countries; Teaching Methods; Negative Attitudes; Positive Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Sexualität; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Social attidude; Soziale Einstellung; Feminismus; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Negative Fixierung; Neuseeland
Abstract	In this article, I rethink the key arguments of my co-authored paper "Teaching Pleasure and Danger in Sexuality Education" (Author and Co, 2013) by bringing the postmodern logic of critical sexuality education theory into conversation with the relational ontology of new materialism. I begin by rejecting the key problem presented in Author and Co's (2013) paper as a false problem. This false problem is the drawing of an 'unqualified line' between positive and negative sexual experience in sexuality education. Instead, I argue that the actual problem is the initial act of drawing a line to separate sexual experience into a binary. My modification of the problem is an ontological move that allows me to consider sexuality education outside the binaries of negative and positive experience. Elaborating on the ontology problem presented in my paper "Teaching Pleasure and Danger in Sexuality Education," I explain new materialism and its key task of realizing the interdependence of dualist terms. Drawing on Bergson and Braidotti's philosophies of difference, I argue that pushing for sex-positive sexuality education strengthens the sex-negativity in sexuality education. I further critique the logic of negation that structures sexuality education by interrogating the contemporary push for pleasure-based sexuality education. Through this process of rethinking my previous scholarship through new materialist logic, I begin the task of reconfiguring the phallogocentric sexual subject as a subject-in-the-process. The conclusion of this article offers a beginning consideration of sexuality as an act of becoming where forces brought into relationship are entangled, creating a new thing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01