The Contested Design of Children's Sexual Education: Queer Growth and Epistemic Uncertainty

Autor/in	Dyer, Hannah
Titel	The Contested Design of Children's Sexual Education: Queer Growth and Epistemic Uncertainty
Quelle	In: Gender and Education, 31 (2019) 6, S.742-755 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2017.1380171
Schlagwörter	Sex Education; Foreign Countries; Social Theories; Emotional Response; Children; Racial Factors; Public Schools; Curriculum; Course Content; Sexuality; Sexual Identity; Public Opinion; Social Bias; Canada + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Ausland; Gesellschaftstheorie; Emotionales Verhalten; Child; Kind; Kinder; Public school; Öffentliche Schule; Curricula; Lehrplan; Rahmenplan; Kursprogramm; Sexualität; Geschlechtsidentität; Sexuelle Identität; Öffentliche Meinung; Kanada
Abstract	In this article, I contend that underneath the 2015 sex-ed debates in Ontario are deep-seated, psycho-socially entrenched problems related to thinking about childhood sexuality. I consider how the topic of sex-ed for children, over and above its actual curricular lessons, is marshaled to accomplish the work of the adult's psycho-social needs. Methodologically, queer theory and psychoanalytic theories of childhood development are employed for their capacity to place sexuality at the origin of subjectivity. I develop a queer theory of childhood that can provide insight into the transferential attachments adults have to the paradigm of childhood innocence. I also argue that attention to how the figure of the child becomes known and contested through local and transnational exchange can help reveal the impact that sex-ed debates have on racialized and provincial imaginaries of belonging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01