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Sexual Subjects
Young people, sexuality and education
Louisa Allen
Sexual Subjects
By the same author
THE LIFE OF BRIAN: Masculinities, Sexualities and Health in New Zealand
(with H. Worth and A. Paris)
Sexual Subjects
Young people, sexuality and education
Louisa Allen
© Louisa Allen 2005
All rights reserved. No reproduction, copy or transmission of this
publication may be made without written permission.
No paragraph of this publication may be reproduced, copied or
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by the Copyright Licensing Agency, 90 Tottenham Court Road,
London W1T 4LP.
Any person who does any unauthorised act in relation to this
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The author has asserted her right to be identified as the author of
this work in accordance with the Copyright, Designs and Patents
Act 1988.
First published 2005 by
PALGRAVE MACMILLAN
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175 Fifth Avenue, New York, N. Y. 10010
Companies and representatives throughout the world
PALGRAVE MACMILLAN is the global academic imprint of the
Palgrave Macmillan division of St. Martin’s Press, LLC and of
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ISBN-13: 978–1–4039–1283–1
ISBN-10: 1–4039–1283–1
This book is printed on paper suitable for recycling and made
from fully managed and sustained forest sources.
A catalogue record for this book is available from the British
Library.
Library of Congress Cataloging-in-Publication Data
Allen, Louisa
Sexual subjects : young people, sexuality, and education / Louisa
Allen.
p. cm.
Includes bibliographical references and index.
ISBN 1–4039–1283–1 (cloth)
1. Sex instruction for youth. 2. Youth–Sexual behaviour.
3. Sex instruction for youth–New Zealand. I. Title.
HQ35.A615 2005
613.9′ 071′ 293–dc22 2005042903
10987654321
14 13 12 11 10 09 08 07 06 05
Printed and bound in Great Britain by
Antony Rowe Ltd, Chippenham and Eastbourne
For Andrew, with love
This page intentionally left blank
Contents
List of Tables ix
Acknowledgements x
1 Introduction 1
Locating the research 1
Conceptual frameworks 7
Structure of the book 12
2 Researching Sexuality: Methodological Complexities 15
Locating the researcher 15
Methodological framework 16
Accessing a sample for research on sexuality 20
Designing the methods and analysing data 24
Through my ‘I’ : The researcher/researched relationship 29
3 Sperm Meets Egg? Young People’s Conceptualisations
of Sexual Knowledge 35
The constitution of sexual knowledge within sexuality 36
education programmes
Young people’s constitution of sexual knowledge 39
What young people say they know about sexual knowledge 50
Sources of sexual knowledge 52
The relationship between knowledge and practice: young
people’s perceptions 56
So what does this mean for sexuality education? 60
4 Sexual Subjects: Young People’s Sexual Subjectivities 62
Recognising the sexual self 63
Describing the sexual self 66
Discourses and sexual subject positions 71
Discursive manoeuvres: performing sexuality in the 86
research context
Concluding comments 91
5 ‘Like I’m floating somewhere ten feet in the air’: 94
Experiencing the Sexual Body
Bodies of theory 95
Young women’s narratives of sexual embodiment 98
vii
Young men’s narratives of sexual embodiment 101
Sexual disembodiment and dysembodiment 104
Implications of a continuum of embodiment for the ‘gap’ 112
equation
Conclusion 114
6 Desire, Pleasure, Power: Understanding Young People’s 116
Sexual Relationships
The couple context: young people’s (hetero)sexual practices 117
Pleasure and desire in relationships 123
Negotiating sexual activity in relationships 129
Knowledge ‘in’ practice 136
Knowledge ‘in’ practice: negative consequences 141
Conclusion 143
7 Constituting a Discourse of Erotics in Sexuality 145
Education
Conceptualising a discourse of erotics 146
Findings which support the inclusion of a discourse of 148
erotics in sexuality education
Implications of a discourse of erotics for particular sectors 153
of the youth population
A final note 163
8 Closing Thoughts and Future Directions 165
Main research findings 165
Implications for sexuality education 168
Directions for future research 172
Appendix 175
Notes 177
References 181
Copyright Acknowledgements 193
Index 194
viii Contents
List of Tables
Table 3.1 What Young People Think They Are Knowledgeable 50
About
Table 3.2 Preferred Sources of Sexual Knowledge 53
Table 3.3 Does Sexual Knowledge Affect Young People’s 57
Relationships?
ix
[...]... constitution of sexuality and its institutional capture in sex education. 1 A main concern of this work has been to gain greater insight into young people’s (hetero)sexual subjectivities, knowledge and practices and to think about how such understandings might inform sexuality education This task has involved understanding young people’s own conceptualisation of their (hetero)sexual selves, knowledge and practices... knowledge, practices and subjectivities are and in this way problematise the notion of the ‘gap’ phenomenon for determining sexuality education s effectiveness Sexuality education: The New Zealand context Historically sex education has served as a vehicle for furthering a number of moral and social imperatives, of which arming young people with knowledge about how to prevent STIs and pregnancy has endured... health education (Tasker, 2004) In 1999 a new Health and Physical Education curriculum was released replacing the previous health, physical education and home economics syllabuses Sexuality Education was named as one of the key areas of learning in this curriculum with attention drawn to a distinction between this and the concept of ‘sex education According to the curriculum: the term sexuality education ... promotion and the socioecological perspective.5 The term ‘sex education generally refers only to the physical dimension of sexuality education (Ministry of Education, 1999, p 38) The curriculum states that the overall purpose of sexuality education is to ‘provide students with the knowledge, understanding, and skills to develop positive attitudes towards sexuality, to take care of their sexual health and. .. their reproductive and sexual health education programmes in order to increase their efficacy and only half undertook the required consultation process with parents and caregivers The new Health and Physical Education curriculum has endeavoured to address sexuality education s pedagogy while the Sexual and Reproductive Health Strategy has provided a vision of young people’s sexual and reproductive health... the fluidity and diversity of sexual identities and a political/theoretical interest and commitment to decentring (hetero )sexuality Along with my (hetero)sexual identity I am also a 31 year old, Pakeha1 woman who was born in England and emigrated to New Zealand at four years old As a consequence of living most of my life in New Zealand and feeling a strong connection with its landscape and culture,... anti-racist and disability studies (Ramazanoglu and Holland, 2002, p 16) Ramazanoglu and Holland maintain that what is distinctive Researching Sexuality: Methodological Complexities 19 about feminist research is ‘the particular positioning of theory, epistemology, and ethics that enables feminist researchers to question “truths” and explore relations between knowledge and power’ (Ramazanoglu and Holland,... studies with astute analyses and infinite energy Kay Morris Matthews and Roger Dale for sagacious advice and unfailing support always, and Alison Jones for inspiring a passion for feminist theories of education and providing me with more opportunities than I can name Through the tunnels and turns of this research I have encountered people whose dedication to sexuality education and professionalism has greatly... New Zealand) the first section documents this in terms of their number length and type For those who work with or care for young people, this kind of information is extremely valuable for contextualising and understanding their sexual experiences The pleasures of young peoples’ relationship experience are often considered obvious or unimportant and subsequently rarely explored in sexuality education. .. intersex and transgendered youth, young people of different cultural and religious backgrounds as well as young people with disabilities While these young people were not targeted by the study, I argue their visibility is integral to understanding youth and sexuality The inclusion of such issues of diversity in this book is a statement about how imperative any acknowledgement and inclusion of these young . sex
and sexuality.
As it currently stands, sexuality education is a component of health
education (Tasker, 2004). In 1999 a new Health and Physical Education
curriculum. subjectivities, knowledge and practices
and to think about how such understandings might inform sexuality
education. This task has involved understanding young people’s
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