How Sex Education Research Methodologies Frame GLBTIQ Students

Autor/in	Jones, Tiffany
Titel	How Sex Education Research Methodologies Frame GLBTIQ Students
Quelle	In: Sex Education: Sexuality, Society and Learning, 13 (2013) 6, S.687-701 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2013.806262
Schlagwörter	Sex Education; Sexuality; Sexual Orientation; Sexual Identity; Homosexuality; Educational Research; Research Projects; Bullying; Victims; Research Methodology; Inquiry; Social Attitudes; Surveys; Comparative Analysis; At Risk Persons; Semantics; Semiotics; Cultural Influences; Special Needs Students + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Homosexualität; Bildungsforschung; Pädagogische Forschung; Forschungsvorhaben; Mobbing; Victim; Opfer; Research method; Forschungsmethode; Social attidude; Soziale Einstellung; Survey; Umfrage; Befragung; Risikogruppe; Semantik; Semiotik; Cultural influence; Kultureinfluss; Sonderpädagogischer Förderbedarf
Abstract	The "bullied" gay, lesbian, bisexual, transgender, intersex and otherwise Queer (GLBTIQ) student is a fairly recent figure in the sexuality education research literature. GLBTIQ students have previously been problematised by sex education research in a range of different ways and have been the subjects of varying methodological interventions. This paper explores how the different ways in which GLBTIQ students have been constructed by research, have been to some extent interdependent on the research questions behind the inquiries and the methodologies and methods employed to explore them. To achieve this, the paper draws on a Foucaultian view of research as discursive and the GLBTIQ subject as an entry point for considering different research discourses. It reviews constructions of GLBTIQ students in past, recent and emerging research projects through post-structuralist reflection on the key research reports, studies and peer-reviewed journal articles that have shaped the field of contemporary research. Rather than asserting a dichotomy between sex education research that contributes to constructions of the "deviant homosexual student" and studies that contribute to "bullying victim" tropes, the paper considers both the usefulness and limitations of the many different types of inquiries being pursued and the diverse constructions of GLBTIQ students they offer. Future research approaches for particular contexts and audiences are identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10