Search

Despite policy provision enabling sexuality education to address more than disease and pregnancy prevention, this focus continues to permeate many school programmes. This paper problematises the danger prevention emphasis in sexuality education, examines school's investment in it and asks how useful it is. The ways this kind of sexuality education may inhibit the reduction of 'negative' sexual outcomes and fail to support young people's sexual well-being is explored. Suggesting sexuality education might be conceptualisxed without this danger prevention emphasis necessitates an exploration of what might replace it. Foucault's work around an ethics of pleasure is drawn on as one example of how the objectives of sexuality education might be re-envisaged. [ABSTRACT FROM AUTHOR]

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). [ABSTRACT FROM AUTHOR]

The notion of ‘the school’ as a set of institutional processes and practices that shape the possibilities of educational research forms the focus of this article. It is argued that the discursive and material practices that render schools agencies of cultural reproduction also have effects for what research can be undertaken in them and how. With reference to a series of ‘episodes’ that occurred during research about young people and sexuality in New Zealand, evidence for how schools shape research endeavours is provided. These examples present a complex picture of the way in which schools simultaneously police and are regulated by symbolic boundaries of gender and sexuality. How school disciplinary power works to effect what it is possible to claim about the voluntary nature of student research participation is also explored. It is argued that through the powerful discursive and material practices that occur in schools, these institutions can impede research that attempts to transgress dominant meanings about gender and sexuality. [ABSTRACT FROM AUTHOR]

Research that has explored young people's (hetero)sexual behaviour has often assumed that the idea of 'relationships' is transparent. Subsequently, the diversity which exists within this concept has been neglected. This paper endeavours to unpack the concept of 'relationships' with reference to young people's own understandings and meanings of the term. Drawing on findings from focus group research with 17-19 year-olds in New Zealand, it analyses how relationships are constituted and differentiated. Some of the determining characteristics are: the time partners spend together, a sense of exclusivity and intimacy, emotional attachment and the kinds and frequency of sexual activity engaged in. On the basis of various configurations of these elements, young people's relationships can be loosely categorized as 'one-night stands', 'short-term relationships', 'casual dating' and 'going out'. The diversity, complexity and fluidity in these conceptualizations present a challenge to traditional understandings of these relationships, and have implications for how sexual health promotion might be carried out. [ABSTRACT FROM AUTHOR]