Denying the sexual subject: schools' regulation of student sexuality
This article examines some of the discourses and practices through which schools produce and regulate student sexual identities. It suggests that schools' 'official culture' can be seen as a discursive strategy which identifies a preferred student subject that is 'non-sexual'...
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| Published in | British educational research journal Vol. 33; no. 2; pp. 221 - 234 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.04.2007
Routledge |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0141-1926 1469-3518 |
| DOI | 10.1080/01411920701208282 |
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| Abstract | This article examines some of the discourses and practices through which schools produce and regulate student sexual identities. It suggests that schools' 'official culture' can be seen as a discursive strategy which identifies a preferred student subject that is 'non-sexual'. This preference is communicated through the contradictory nature of discourses and practices which constitute 'official school culture' around student sexuality. These discourses work to simultaneously acknowledge student sexuality and position young people as 'childlike'. Through the tension created by these contradictory positionings., schools can be seen to undermine the kind of sexual agency that young people might access to support their sexual well-being. It is concluded that schools' deployment of discourses around sexuality produces student sexual positionings that may in fact dilute sexuality education's 'effectiveness' (in terms of the production of sexually responsible citizens). |
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| AbstractList | This article examines some of the discourses and practices through which schools produce and regulate student sexual identities. It suggests that schools' 'official culture' can be seen as a discursive strategy which identifies a preferred student subject that is 'non-sexual'. This preference is communicated through the contradictory nature of discourses and practices which constitute 'official school culture' around student sexuality. These discourses work to simultaneously acknowledge student sexuality and position young people as 'childlike'. Through the tension created by these contradictory positionings, schools can be seen to undermine the kind of sexual agency that young people might access to support their sexual well-being. It is concluded that schools' deployment of discourses around sexuality produces student sexual positionings that may in fact dilute sexuality education's 'effectiveness' (in terms of the production of sexually responsible citizens). [PUBLICATION ABSTRACT] This article examines some of the discourses and practices through which schools produce and regulate student sexual identities. It suggests that schools' 'official culture' can be seen as a discursive strategy which identifies a preferred student subject that is 'non-sexual'. This preference is communicated through the contradictory nature of discourses and practices which constitute 'official school culture' around student sexuality. These discourses work to simultaneously acknowledge student sexuality and position young people as 'childlike'. Through the tension created by these contradictory positionings, schools can be seen to undermine the kind of sexual agency that young people might access to support their sexual well-being. It is concluded that schools' deployment of discourses around sexuality produces student sexual positionings that may in fact dilute sexuality education's 'effectiveness' (in terms of the production of sexually responsible citizens). Reprinted by permission of Carfax Publishing, Taylor & Francis Ltd. This article examines some of the discourses and practices through which schools produce and regulate student sexual identities. It suggests that schools' ‘official culture’ can be seen as a discursive strategy which identifies a preferred student subject that is ‘non‐sexual’. This preference is communicated through the contradictory nature of discourses and practices which constitute ‘official school culture’ around student sexuality. These discourses work to simultaneously acknowledge student sexuality and position young people as ‘childlike’. Through the tension created by these contradictory positionings, schools can be seen to undermine the kind of sexual agency that young people might access to support their sexual well‐being. It is concluded that schools' deployment of discourses around sexuality produces student sexual positionings that may in fact dilute sexuality education's ‘effectiveness’ (in terms of the production of sexually responsible citizens). This article examines some of the discourses and practices through which schools produce and regulate student sexual identities. It suggests that schools' "official culture" can be seen as a discursive strategy which identifies a preferred student subject that is "non-sexual". This preference is communicated through the contradictory nature of discourses and practices which constitute "official school culture" around student sexuality. These discourses work to simultaneously acknowledge student sexuality and position young people as "childlike". Through the tension created by these contradictory positionings, schools can be seen to undermine the kind of sexual agency that young people might access to support their sexual well-being. It is concluded that schools' deployment of discourses around sexuality produces student sexual positionings that may in fact dilute sexuality education's "effectiveness" (in terms of the production of sexually responsible citizens). (Contains 3 notes.) |
| Audience | Secondary Education |
| Author | Allen, Louisa |
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| References_xml | – reference: Allen, L. 2005b. Sexual subjects: young people, sexuality and education, London: Palgrave. – reference: Kehily, M. 2002. Sexuality, gender and schooling: shifting agendas in social learning, London: RoutledgeFalmer. – reference: Sawicki, J. 1991. Disciplining Foucault: feminism, power and the body, New York: Routledge. – reference: Quinlivan, K. and Town, S. 1999. Queer pedagogy, educational practice and lesbian and gay youth. Qualitative Studies in Education, 12 (5): 509-524. – reference: Aggleton, P. and Campbell, C. 2000. Working with young people-towards an agenda for sexual health. Sexual and Relationship Therapy, 15 (3): 283-296. – reference: Haywood, C. 1996. Sex education policy and the regulation of young people's sexual practice. Educational Review, 48 (2): 121-129. – reference: Epstein, D., O'Flynn, S. and Telford. 2003. Silenced sexualities in schools and universities, Stoke-on-Trent: Trentham Books. – reference: Smyth, H. 2000. Rocking the cradle: contraception, sex and politics in New Zealand, Wellington: Steele Roberts. – reference: Fine, M. 1988. Sexuality, schooling and adolescent females: the missing discourse of desire. Harvard Educational Review, 58 (1): 29-51. – reference: Measor, L., Tiffin, C. and Miller, K. 2000. Young people's views on sex education: education, attitudes and behaviour, London: RoutledgeFalmer. – reference: Allen, L. 2003. Girls want sex, boys want love: resisting dominant discourses of (hetero)sexuality. Sexualities, 6 (2): 215-236. – reference: Thomson, R. and Scott, S. 1991. Learning about sex: young women and the social construction of sexual identity, London: Tufnell Press. WRAP Paper 4. – reference: Hillier, L., Harrison, L. and Warr, D. 1998. 'When you carry condoms all the boys think you want it': negotiating competing discourses about safer sex. Journal of Adolescence, 21 (1): 15-29. – reference: Allen, L. 2004. 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| Title | Denying the sexual subject: schools' regulation of student sexuality |
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