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| Autor/inn/en | White, John Wesley; Ali-Khan, Carolyne |
|---|---|
| Titel | Sex and Sexuality in the English Language Arts Classroom |
| Quelle | In: English Education, 52 (2020) 4, S.282-309 (28 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-8204 |
| Schlagwörter | Sex; Sexuality; Language Arts; English Curriculum; English Teachers; High School Students; Teaching Methods |
| Abstract | Contemporary research in critical multicultural education and cultural studies has demonstrated how race, class, gender, and sexual orientation affect students' educational experiences, their academic success, and the formation of their identities inside and outside of school. These studies show that youth identity--especially race, class, gender, sexual orientation, and disability--is a crucial factor in shaping a student's educational experiences, academic success, and economic choices. This research also points out an unfortunate paradox: while student identity is crucial to academic engagement, school curricula seems largely irrelevant to students. This chasm perpetuates ignorance and shapes students' academic and social choices in inequitable ways. One way of addressing the mismatch between curriculum and students' lives and interests is to refuse to sidestep issues of sex and sexuality in the language arts classroom. Students learn more and become more engaged in academics when they encounter curriculum that connects school content to their experiences, interests, and thus their "funds of knowledge." There can be no doubt that sexuality is interesting to teens; sex and sexuality are ever-present in students' lives--in the television they watch, in the music they hear, on the billboards they see, and in their own interactions with others. This presence certainly makes its way into middle and high school classrooms. We posit that ELA teachers are uniquely positioned to use discussions of literature and current events to create safe spaces in which to examine these sensitive issues as well as related issues that students may be afraid to talk about elsewhere. When teachers are themselves comfortable with frank and non-judgmental discussions about sex and sexuality, they can encourage more complex and nuanced understandings that may allow students to begin to see though and beyond media bias, religious bias, and popular misconceptions. In this paper, we illustrate the ways that sexuality influenced and shaped students' and their teacher's classroom experiences, the many opportunities that arose to respond to issues of sexuality, and the ways that these opportunities were addressed. We also highlight the teacher's well-intentioned but sometimes inadequate attempts to address these issues in an academically and socially effective manner. Our aim is to provide readers with examples of the need for teacher educators to consciously discuss and model ways of addressing sexuality as they prepare teachers for the classroom. We seek to highlight not just the complexity of dealing with sensitive issues such as these, but also the fact that by ignoring (or repressing) such issues in teacher education and in high school our curriculum, we place teachers in awkward and untenable positions and do a disservice to our students. (As Provided). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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