'Just Say No': Public Dissent over Sexuality Education and the Canadian National Imaginary

Autor/inn/en	Bialystok, Lauren; Wright, Jessica
Titel	'Just Say No': Public Dissent over Sexuality Education and the Canadian National Imaginary
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 40 (2019) 3, S.343-357 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2017.1333085
Schlagwörter	Foreign Countries; Sex Education; Dissent; Activism; Cultural Pluralism; Public Opinion; Immigrants; Muslims; Stranger Reactions; Catholic Schools; Discourse Analysis; Critical Theory; Race; Canada + Suchen Sie Ihr Suchwort? Ausland; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Dissens; Aktivismus; Politischer Protest; Kulturpluralismus; Öffentliche Meinung; Immigrant; Immigrantin; Immigranten; Muslim; Muslimin; Fremdenprüfung; Katholische Schule; Diskursanalyse; Kritische Theorie; Rasse; Abstammung; Kanada
Abstract	Scholars of sexuality have argued that 'moral panics' about sexuality often stand in for broader conflicts over nationality and belonging. Canada has spent decades cultivating a national image founded on multiculturalism and democratic equality. The Ontario sexuality education curriculum introduced in 2015 drew audible condemnation from a variety of groups. Drawing from Critical Discourse Analysis and Critical Race Theory, we argue that the public discourse surrounding these protests exposed the limits of Canadian pluralism, fuelling a meta-debate about the 'Canadianness' of recent immigrants and the incompatibility of liberal values with those of non-Westerners, especially Muslims. We explain this in terms of contextual factors such as Ontario's publicly funded Catholic school system and anti-Muslim xenophobia in the post-9/11 era. Our analysis speaks to the importance of intersectional social justice efforts as part of the movement for comprehensive sex education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01