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Stepping out of our comfort zones: pre-service teachers' responses to a critical analysis of gender/power relations in sexuality education

Harrison, Lyn and Ollis, Debbie 2015, Stepping out of our comfort zones: pre-service teachers' responses to a critical analysis of gender/power relations in sexuality education, Sex education, vol. 15, no. 3, pp. 318-331, doi: 10.1080/14681811.2015.1023284.

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Title Stepping out of our comfort zones: pre-service teachers' responses to a critical analysis of gender/power relations in sexuality education
Author(s) Harrison, Lyn
Ollis, DebbieORCID iD for Ollis, Debbie orcid.org/0000-0003-1437-0160
Journal name Sex education
Volume number 15
Issue number 3
Start page 318
End page 331
Total pages 14
Publisher Routledge
Place of publication London, Eng.
Publication date 2015
ISSN 1468-1811
1472-0825
Keyword(s) feminist pedagogy
gender/power relations
post-structural theory
sexuality discourses
sexuality education
Summary This paper discusses pre-service teachers' responses to a critical analysis of gender/power relations using examples from a final assessment for an intensive elective unit called Teaching Sexuality in the Middle Years. This unit critically examines gender/ power relations, the production of difference, heteronormativity and pleasure and desire, employing a feminist post-structural framework. Despite the focus on critical thinking, reflection and interrogating structural inequalities in this unit some students were resistant or unable to engage with this approach in their assessments, although appearing to do so in workshops. We consider the broad range of sexuality education discourses mobilised by this unit to try to make sense of what looks like resistance but may be something more complex and difficult to negotiate. The paper ends with a consideration of some of the implications of this approach for practice.
Language eng
DOI 10.1080/14681811.2015.1023284
Field of Research 130308 Gender, Sexuality and Education
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30073335

Document type: Journal Article
Collection: School of Education
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