Index
Debbie Ollis
(Deakin University, Australia)
Leanne Coll
(Dublin City University, Ireland)
Lyn Harrison
(Deakin University, Australia)
Bruce Johnson
(University of South Australia, Australia)
Pedagogies of Possibility for Negotiating Sexuality Education with Young People
ISBN: 978-1-78769-744-7, eISBN: 978-1-78769-743-0
Publication date: 28 February 2022
This content is currently only available as a PDF
Citation
Ollis, D., Coll, L., Harrison, L. and Johnson, B. (2022), "Index", Pedagogies of Possibility for Negotiating Sexuality Education with Young People (Emerald Studies in Gender, Sexuality and Education), Emerald Publishing Limited, Leeds, pp. 127-130. https://doi.org/10.1108/978-1-78769-743-020211008
Publisher
:Emerald Publishing Limited
Copyright © 2022 Debbie Ollis, Leanne Coll, Lyn Harrison and Bruce Johnson
INDEX
Note: Page numbers followed by “n” indicate notes.
Adult allies
, 96
Affect
, 89–92
Affective assemblage
, 34
Affective pedagogies
, 34
AGENDA
, 21
Agential realism
, 75
Arts-based approaches
, 14
Asexuality
, 55
Australian Curriculum
, 5
Australian Research Centre in Sex, Health and Society (ARCSHS)
, 37
Australian Research Council (ARC)
, 1, 96
Beneficence
, 36
Black Lives Matter movement
, 11
Clarification
, 42
Co-constructive pedagogical process
, 51
Co-productive encounters
, 25–29
Comprehensive sexuality education (CSE)
, 13
Conduct of ethics
, 36
Connecting people
, 23
Consent education in Australian schools
, 5
‘Consent for Us’ petition in Australia
, 12
Creative activisms
, 102
Critical pedagogy
, 82
Critical Youth Studies
, 12
Culture of limitation
, 4
Curriculum process
, 51
Data analysis
, 30–32
Data-glows
, 31–32
to work
, 32
Declaration of Geneva (1948)
, 36
Declaration of Helsinki (1964)
, 36
Demiromantic orientation, 63n1
Demisexual orientation, 63n1
Democratic classroom
, 96
Digital embodiment of gender
, 16
Discomfort
, 62
Dominant risk discourses
, 2
Drug education
, 4
Educating Young People about Sexuality Education (EYPSE)
, 22
Education research
, 46
Educational researchers–educators
, 51
Emotions
, 74
Engaging Young People in Sexuality Education (EYPSE)
, 1, 6
in South Australia
, 59
Ethical encounters
, 29
coming out in class
, 71–75
encounter
, 66–71
researching sexuality education in secondary schools
, 65–66
Ethical-approval processes
, 45
Ethics
‘affect’ of turning back to ‘procedural ethics’, 41–
affective turn
, 40–41
of dangerous emotional terrain
, 41
ethics regulation in practice
, 37–39
ethics-approval process
, 35
exchange
, 45
in practice
, 35
of representation
, 41
subjective turn
, 39–40
Victorian context
, 49
Ethics of Care in United States
, 15, 81
Everyday ethics
, 41
Experienced researchers–educators
, 1
Family violence
, 22
Fear
, 62
FemCo
, 28–29, 69–70, 81
Feminism
, 80, 88–89
in schools
, 80
Feminist
, 33
activism
, 80
educator
, 83–86
pedagogy
, 82–83
self-reflexivity
, 90
Fightback
, 81
Fitzroy High School
, 23–24
Gender
, 42
equity in schools
, 80
Gendered subjectivities
, 12–14
Health and Physical Education
, 4
Health education
, 4
Homophobia
, 2
Human Research Ethics Committees (HRECs)
, 37, 46–47
Im/possibilities of sexuality education
and creative ways to teach sexuality education
, 97
pedagogical approaches
, 101–102
positioning sexuality education
, 99
prevalent idea in education
, 100–101
safety
, 98
transformational praxis within sexuality education
, 96
understanding and making sense
, 99–100
working with sense
, 97–98
Image-based abuse
, 2
In situ ethical decision-making
, 36
Inclusive approach
, 2
Infertility
, 2
Innocence
, 62
Inquiry, participatory forms of
, 20–22
Interactive approaches
, 14
International Baccalaureate (IB)
, 23
Intersectionality
, 89–92
Justice
, 37
Learning
, 34, 99
tapestries of
, 58–61
Mental health
, 4
Methodological framework
, 22
Minimisation approaches
, 96
National Health and Medical Research Council (NHMRC)
, 36
National Statement on Ethical Conduct in Human Research
, 36
Neoliberal scientific model
, 37
Non-discriminatory approach
, 2
Nuremberg Code (1947)
, 36
Nutrition
, 4
Out Smarting Homophobia
, 20
Participation
, 23
Participatory design
, 46
Participatory forms of inquiry
, 20–22
Participatory research
, 25, 35
Pedagogical approaches
, 101–102
Pedagogical praxis
, 98
Pedagogical transformation in sexuality education
, 51–52
Pedagogies of possibility
, 87–88
PhEmaterialism, 21, 34n1
Place
, 23
Pleasure’s Perils
, 52–58
Positivist biomedical research
, 39–40
Post-modern feminist frameworks
, 81
Post-qualitative scholars
, 30
Post-structural frameworks
, 81
Post-structuralist feminist theory
, 79
Procedural ethics
, 29, 35
development and enactment of formal ‘procedural ethics’
, 36
Qualitative inquiry
, 30
Qualitative research
, 46
Queer theory
, 33
Queer-feminist subjectivities
, 89
Relationship violence
, 22
‘Relationships and Sexuality’
, 5
‘Research merit and integrity
, 36
Research team
, 24
Respect
, 37
Respectful Relationships Education (RRE)
, 4, 15
Revenge porn
, 2
Rigorous confusion
, 30
Safety
, 98
School-based sexuality education
, 6, 15
programs
, 97
Sex and Ethics in Australia
, 15
Sex on the Map
, 52–53
Sex Talks
, 23
‘Sex-positive’ approaches
, 97
Sexism
, 2
Sexual assault
, 2
Sexual orientation
, 43
Sexual subjectivities
, 12–14
Sexuality education, 1, 23, 35 (see also Im/possibilities of sexuality education)
classrooms
, 65
engaging young people in
, 5–7
establishing context
, 4–5
futures
, 18–19
landscape of
, 14–16
past–present–future entanglements
, 2–4
pedagogical transformation in sexuality education
, 51–52
Pleasure’s Perils
, 52–58
research
, 47–49
tapestries of learning
, 58–61
thinking–feeling–doing of
, 89
Sexuality problem
, 5
Sexually transmissible infections
, 2
Situational approach
, 40
Social inequity
, 39
Social science research
, 36
Stepping Out Against Gender Based Violence
, 15, 81
STIs
, 60–61
Strength based approaches
, 97
Strength-based sexuality education
, 3
Tapestries of learning
, 58–61
Teaching
, 34
Thinking–feeling–doing of sexuality education
, 89
Traditional quantitative research model
, 22
Trans theory
, 33
Transformational praxis within sexuality education
, 96
Transformative potential of sexuality education
, 51
Transforming sexuality education with young people
, 16–18, 79–82
affect and intersectionality
, 89–92
becoming feminist educator
, 83–86
feminist pedagogies
, 82–83
opening ceremony
, 88–89
pedagogies of possibility
, 87–88
Transphobia
, 2
Unruliness
, 98
Unwanted and teenage pregnancy
, 2
Victorian Certificate of Applied Learning (VCAL)
, 23–24
Victorian Certificate of Education (VCE)
, 23
Victorian context
, 49
Video resource
, 52–55
Violence against women
, 2, 22
WomanKind
, 81
Work Related Skills
, 24
Workshops, focus and structure of
, 27–28
Young people
gendered and sexual subjectivities
, 12–14
and sexuality education
, 3–7, 96
transforming sexuality education with
, 16–18
Your Voice
, 82, 86
Youth as political and pedagogical site
, 11–12
- Prelims
- 1. Introduction
- 2. Young People as Active Agents in Sexuality Education Reform
- 3. From Procedural Ethics to Ethics in Practice?
- 4. Curious Encounters with Sexuality Education
- 5. Ethical Encounters in Sexuality Education
- 6. Unite, Empower and Disrupt: Transforming Sexuality Education with Young People
- 7. The Im/Possibilities of Sexuality Education: Negotiating Our Way Through
- References
- Index