| 1. |
- Bolander, Eva, Fil.dr, 1978-
(författare)
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Norm-Critical Pedagogy in Sweden
- 2024
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Ingår i: The Palgrave Encyclopedia of Sexuality Education. - : Palgrave Macmillan. - 9783030953522
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Gerdin, Göran, 1980-, et al.
(författare)
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Masculinities, Sexualities, and Physical Education
- 2023
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Ingår i: The Palgrave Encyclopedia of Sexuality Education. - Champaign : Palgrave Macmillan. - 9783030953522 ; , s. 1-10
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Bokkapitel (refereegranskat)abstract
- Understandings of genders and sexualities are rapidly changing in most Western countries due to increasingly mobile and diverse populations, new digital technologies and a growing acceptance of, and backlash to, multiple and diverse sexualities and genders. In this changing context, the delivery of quality relationship and sexuality education is important. Within Aotearoa New Zealand, sexuality education is a key learning area within the Health and Physical Education (HPE) Curriculum (Ministry of Education, 2007). The broad aims within this learning area are to help students develop a healthy range of relationships, promote positive self-understandings, encourage support for diversity and respect for others, and critically examine sexualities and genders. Ellis and Bentham (2021) revealed, however, that sexuality education is not taught at all schools and when taught, the broad focus remains narrowly on heterosexuality, biological function, pregnancy and STIs. Topics such as consent, respect for others, sexual pleasure, diverse sexualities/genders and online pornography are rarely discussed. Moreover, sexuality education was almost exclusively located within the classroom-based ‘health education’ part of HPE (Ellis & Bentham, 2021). In other words, sexuality education does not often form part of the ‘formal' learning within the more practical ‘physical education’ (PE) classes. Yet this does not mean that students are not learning about sexualities in PE. Indeed, the visibility of the body in PE, combined with close bodily interactions, and the requirement to get changed in locker rooms results in students learning about sexualities and genders. Yet this learning is not structured in a coordinated manner or with concern about promoting respect, wellbeing and healthy relationships. So what do students learn about gender and sexuality in school PE?This entry presents an overview of current understandings of boys, masculinities, sexualities and school PE. In particular, it highlights PE as a prime space where heteronormativity and heterosexual masculinities are (re)produced as the norm. The entry is informed by research drawing on Connell’s (1987; 1995) concept of hegemonic masculinity and the poststructural works of Foucault (1980; 1995) and Butler (1990; 1993) that demonstrates how power and the workings of discourse through boys’ bodies and the spaces of PE shape performances of masculinities and sexualities. The entry concludes with a discussion of what the implications are for schooling boys, masculinities and sexualities and offers some suggestions for how PE can become a site of transformation that destabilises dominant understandings of masculinities and sexualities.
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| 3. |
- Gunnarsson, Karin, 1975-
(författare)
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Care and Feminist Posthumanisms
- 2023
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Ingår i: The Palgrave Encyclopedia of Sexuality Education. - Cham : Palgrave Macmillan. - 9783030953522
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Bokkapitel (refereegranskat)
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| 4. |
- Gunnarsson, Lena, 1978-
(författare)
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Consent, Gender, and Power
- 2023
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Ingår i: The Palgrave Encyclopedia of Sexuality Education. - Cham : Palgrave Macmillan. - 9783030953522 - 9783030953522
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Lindgren, Anne-Li, 1965-, et al.
(författare)
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Swedish State School Sex Education
- 2022
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Ingår i: The Palgrave Encyclopedia of Sexuality Education. - Cham : Palgrave Macmillan. - 9783030953522 - 9783030953522 ; , s. 1-9
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Bokkapitel (refereegranskat)abstract
- This entry is about Swedish sex education duringthe twentieth and twenty-first centuries, and howstate guidance, engagement and control createdand implemented school sex education. Thismeans that we focus on the State as an actor. By“the State” we mean not only the government butalso politicians presenting propositions as members’motions, debates in parliamentary committeesand in parliament, experts summoned to takepart in governmental commissions and the publicationscompiled by civil servants in NationalAgencies, such as the Swedish National Agencyfor Education (Sw. Skolverket. Previously:(Kungliga) Skolöverstyrelsen 1919–1991, theSwedish National Board of Education.). Theentry highlights continuities and discontinuitiesin how the engagement with school sex educationhas evolved, from the first parliamentary discussion,in which the subject was framed as sexualhygiene, via initiatives to reform the curriculum, investigate school sex education via governmentalinquiries, and publish teacher guidelines, untiltoday’s understanding of the subject as sexuality,consent, and relationships. We pay attention todifferences in the ways in which state school sexeducation has organized guidelines for teachers,how students have been included, what the preferredpedagogical method was and how, generallyspeaking, the content has changed (or not).
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| 7. |
- Westberg-Broström, Anna, 1978-, et al.
(författare)
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Integrity in Early Childhood Education
- 2023
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Ingår i: The Palgrave Encyclopedia of Sexuality Education. - Cham : Palgrave Macmillan. - 9783030953522
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Bokkapitel (refereegranskat)
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