What Does the Teaching and Learning of Sexuality Education in South African Schools Reveal about Counter-Normative Sexualities?

Autor/in	Francis, Dennis A.
Titel	What Does the Teaching and Learning of Sexuality Education in South African Schools Reveal about Counter-Normative Sexualities?
Quelle	In: Sex Education: Sexuality, Society and Learning, 19 (2019) 4, S.406-421 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Francis, Dennis A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2018.1563535
Schlagwörter	Teaching Methods; Sex Education; Sexuality; Teacher Attitudes; Homosexuality; Sexual Identity; Sexual Orientation; Classroom Communication; Intervention; Discipline; Social Bias; Inclusion; Educational Improvement; Secondary School Students; Secondary School Teachers; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Lehrerverhalten; Homosexualität; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Klassengespräch; Disziplin; Inklusion; Teaching improvement; Unterrichtsentwicklung; Sekundarschüler; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Using the interlocking concepts of power, knowledge and discourse, this article focuses on how counter normative sexualities are discursively constructed in the sexuality education classroom and with what effects. Drawing on in-depth interviews with teachers and classroom observation, the evidence highlights the presence of specific discourses about the teaching and learning of sexuality diversity. First, while many teachers argued for the inclusion of counter-normative sexualities, in their teaching and responses they privileged heterosexuality as legitimate and natural and same-sex sexualities as deviant and Other. Second, teachers' discourses construct queer youth not only as innocent and childlike but also as hypersexual and rebellious -- requiring discipline and intervention. These constructions link closely to discourses of pity and tolerance, or blame when counter-normative sexualities were expressed. Finally, despite heterosexuality being privileged in the classroom, teachers' and pupils' questions about gender and sexuality diversity suggest the need for a more defined and inclusive curriculum sexuality education curriculum. Findings justify concern about how counter-normative sexualities are addressed in the sexuality education classroom and advocate for improvement in teaching and learning about counter-normative sexualities in South African secondary education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01