Discursive Silences: Using Critical Linguistic and Qualitative Analysis to Explore the Continued Absence of Pleasure in Sex and Relationships Education in England

Autor/inn/en	Sundaram, Vanita; Sauntson, Helen
Titel	Discursive Silences: Using Critical Linguistic and Qualitative Analysis to Explore the Continued Absence of Pleasure in Sex and Relationships Education in England
Quelle	In: Sex Education: Sexuality, Society and Learning, 16 (2016) 3, S.240-254 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2015.1058771
Schlagwörter	Sexuality; Sex Education; Guidance; Foreign Countries; Interpersonal Relationship; Discourse Analysis; Course Content; Risk; Child Safety; Focus Groups; Females; Gender Differences; Sexual Identity; Sexual Harassment; Bullying; Sex Fairness; Word Frequency; Government Publications; Contraception; Sexually Transmitted Diseases; Institutional Characteristics; Secondary School Students; Student Attitudes; Interviews; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sexualität; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Beratung; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Diskursanalyse; Kursprogramm; Risiko; Weibliches Geschlecht; Geschlechterkonflikt; Geschlechtsidentität; Sexuelle Identität; Sexuelle Belästigung; Mobbing; Word analysis; Frequency; Wortanalyse; Häufigkeit; Empfängnisverhütung; Sexual transmitted disease; Geschlechtskrankheit; Sekundarschüler; Schülerverhalten; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	In this paper, we present an analysis of "pleasure" in sex and relationships education (SRE) in England. Drawing together two distinct sources of data and different but complementary analytical frameworks, we argue that pleasure is largely absent within SRE and that this discursive silence serves to produce highly gendered and heteronormative understandings of sexual agency, autonomy and empowerment. A critical linguistic analysis of the current Department for Education (DfE) SRE guidance for England reveals that sex is positioned as a "risky" and dangerous activity, which is clearly linked to child protection; sex is not discussed as pleasurable. Focus group discussions conducted with young women in the North East of England highlight the ways in which gendered discourses about pleasure construct expectations for "appropriate" sexual identities and behaviours. These may be linked to negative experiences such as sexual harassment and bullying and compromised sexual subjectivity. We suggest that existing DfE SRE guidance in England be re-examined with particular reference to addressing gender equality, including in relation to access to a discourse of sexual pleasure and rights. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01