Stepping out of Our Comfort Zones: Pre-Service Teachers' Responses to a Critical Analysis of Gender/Power Relations in Sexuality Education

Autor/inn/en	Harrison, Lyn; Ollis, Debbie
Titel	Stepping out of Our Comfort Zones: Pre-Service Teachers' Responses to a Critical Analysis of Gender/Power Relations in Sexuality Education
Quelle	In: Sex Education: Sexuality, Society and Learning, 15 (2015) 3, S.318-331 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2015.1023284
Schlagwörter	Preservice Teachers; Student Attitudes; Sexuality; Sex Education; Gender Issues; Power Structure; Middle School Students; Social Attitudes; Feminism; Critical Thinking; Reflection; Workshops; Elementary Secondary Education; Teaching Methods; Student Surveys; Online Surveys; Pretests Posttests; Focus Groups; Foreign Countries; Microteaching; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Sexualität; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Geschlechterfrage; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Social attidude; Soziale Einstellung; Feminismus; Kritisches Denken; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Ausland; Australien
Abstract	This paper discusses pre-service teachers' responses to a critical analysis of gender/power relations using examples from a final assessment for an intensive elective unit called Teaching Sexuality in the Middle Years. This unit critically examines gender/power relations, the production of difference, heteronormativity and pleasure and desire, employing a feminist post-structural framework. Despite the focus on critical thinking, reflection and interrogating structural inequalities in this unit some students were resistant or unable to engage with this approach in their assessments, although appearing to do so in workshops. We consider the broad range of sexuality education discourses mobilised by this unit to try to make sense of what looks like resistance but may be something more complex and difficult to negotiate. The paper ends with a consideration of some of the implications of this approach for practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01