But How Do We Talk about It?: Critical Literacy Practices for Addressing Sexuality with Youth

Autor/in	Ashcraft, Catherine
Titel	But How Do We Talk about It?: Critical Literacy Practices for Addressing Sexuality with Youth
Quelle	In: Curriculum Inquiry, 42 (2012) 5, S.597-628 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1111/j.1467-873X.2012.00610.x
Schlagwörter	Sexuality; Literacy Education; Media Literacy; Ethnography; Popular Culture; Student Experience; Educational Practices; Critical Literacy; Self Esteem; Critical Theory; Controversial Issues (Course Content); Youth Problems; Classroom Environment; Classroom Techniques; Observation; Interviews; Teacher Student Relationship; Sex Education; Peer Teaching + Suchen Sie Ihr Suchwort? Sexualität; Media skills; Medie competence; Medienkompetenz; Ethnografie; Popkultur; Studienerfahrung; Bildungspraxis; Kritisches Lesen; Self-esteem; Selbstaufmerksamkeit; Kritische Theorie; Controversial issues; Kontroverse; Klassenklima; Unterrichtsklima; Klassenführung; Beobachtung; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Peer group teaching; Peer Group Teaching
Abstract	To date, literacy educators receive little instruction and, indeed, little research exists on facilitating critical discussions about sexuality in classrooms. Addressing these issues with students, however, grows increasingly urgent, particularly in light of critical media literacy efforts and progressive literacy pedagogies that incorporate students' identities and life experiences into the classroom. Given the pervasive nature of sexuality in popular culture and in adolescent lives, such efforts are far less likely to be effective if educators ignore or repress this significant area of student experience. Addressing sexuality, however, is important not only because the current trend to ignore it is "impeding" current critical literacy efforts, but also because sexuality is "itself" an important site for students' critical literacy development. In this article, I draw from my 9-month ethnographic study of a community-based educational program to offer an initial look at what classroom languages and practices for critical discussions of sexuality might look like. At the same time, I illustrate how these critical examinations of sexuality were frequently undermined by competing discourses of self-esteem. Ultimately, I identify implications for educators in public school classrooms, taking into account their differing constraints. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10