From Deviance to Diversity: Discourses and Problematisations in Fifty Years of Sexuality Education in Denmark

Autor/inn/en	Roien, Line Anne; Graugaard, Christian; Simovska, Venka
Titel	From Deviance to Diversity: Discourses and Problematisations in Fifty Years of Sexuality Education in Denmark
Quelle	In: Sex Education: Sexuality, Society and Learning, 22 (2022) 1, S.68-83 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simovska, Venka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2021.1884060
Schlagwörter	Sexuality; Sex Education; Critical Theory; Risk; Educational Policy; LGBTQ People; Quality of Life; Religious Factors; Religion; Cultural Pluralism; National Curriculum; Elementary Secondary Education; Foreign Countries; Policy Analysis; Health Behavior; Educational Change; Ethnic Groups; Personal Autonomy; Child Safety; Postmodernism; Teaching Methods; Dialogs (Language); Civil Rights; Educational History; Denmark + Suchen Sie Ihr Suchwort? Sexualität; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Kritische Theorie; Risiko; Politics of education; Bildungspolitik; Lebensqualität; Kulturpluralismus; Ausland; Politikfeldanalyse; Health behaviour; Gesundheitsverhalten; Bildungsreform; Ethnie; Individuelle Autonomie; Postmoderne; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Bürgerrechte; Grundrechte; Zivilrecht; History of education; Bildungsgeschichte; Dänemark
Abstract	This article analyses the sexuality education curriculum in primary and lower secondary schools in Denmark. Taking inspiration from the 'what is the problem represented to be?' approach to policy analysis, we explore how discourses of risk, health, quality of life, sexual diversity and critical pedagogy simultaneously permeate curriculum policy and contribute to the production of particular subjectivities among pupils and teachers. Over time, changing national curricula have moved towards greater centralisation with increased attention paid to learning outcomes rather than to wider educational ideals. An analysis of the current curriculum reveals three sidelined discourses: discourses on pleasure and erogeneity; discourses on LGBTQ+ issues; and discourses on ethnic, cultural and religious diversity. The Danish national curriculum on sexuality education produces two contrasting subject positions: on the one hand, the uninformed pupil in need of protection and, on the other hand, the empowered, responsible and agentic student. Postmodern and critical approaches to sexuality education risk eliminating room for certain subjectivities while opening up space for new forms of agentic norm critical subjectivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01