Escaping oppositional thinking in the teaching of pleasure and danger in sexuality education (Record no. 5921)

MARC details
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fixed length control field 02334nab a22003137a 4500
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fixed length control field 180801s2016 -nz||||| |||| 00| 0 eng d
040 ## - CATALOGING SOURCE
Original cataloging agency AFVC
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Cameron-Lewis, Vanessa
9 (RLIN) 9187
245 ## - TITLE STATEMENT
Title Escaping oppositional thinking in the teaching of pleasure and danger in sexuality education
Statement of responsibility, etc Vanessa Cameron-Lewis
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Name of publisher, distributor, etc Taylor & Francis,
Date of publication, distribution, etc 2016
500 ## - GENERAL NOTE
General note Gender and Education, 2016, 28(4): 491-509
520 ## - SUMMARY, ETC.
Summary, etc Sexuality education and preventative sexual abuse education are often taught as separate subjects in secondary schools. This paper extends the argument against this separation by highlighting flaws in the logic that manifests this separation. Diffracting critical sexuality education theory with the monist logic of new materialism, I rethink sexuality as an array of intra-acting(1) bodies that are always in a process of becoming anew. Realising the belonging together of dualist terms [Bergson, Henri. 1896 [1911]. Matter and Memory. Translated and edited by Nancy Margaret Paul and W. Scott Palmer. London: George Allen & Unwin Ltd.] and how the reductive structure of dualist logic affirms an original ‘One’, I argue that the feminist push for pleasure-based, sexpositive education affirms sex-negative attitudes. Embracing Barad’s [Barad, Karen. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press.] notion of ethics as inescapable entanglement woven through all matter(ing), I suggest that rather than any particular ‘aspect’ of sexuality being emphasised in sexuality education it would be more useful to centre classroom discussions on ethics, as inescapable entanglement. (Author's abstract). Record #5921
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element SEXUAL VIOLENCE
9 (RLIN) 531
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element ADOLESCENTS
9 (RLIN) 43
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element EDUCATION
9 (RLIN) 218
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element ETHICS
9 (RLIN) 5807
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Topical term or geographic name as entry element PREVENTION
9 (RLIN) 458
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element SCHOOLS
9 (RLIN) 515
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element SEXUALITY EDUCATION
9 (RLIN) 6891
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element SEXUALITY
9 (RLIN) 537
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element SEXUALITY EDUCATION
9 (RLIN) 6891
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element YOUNG PEOPLE
9 (RLIN) 660
651 #4 - SUBJECT ADDED ENTRY--GEOGRAPHIC NAME
Geographic name NEW ZEALAND
9 (RLIN) 2588
773 0# - HOST ITEM ENTRY
Title Gender and Education, 2016, 28(4): 491-509
830 ## - SERIES ADDED ENTRY--UNIFORM TITLE
Uniform title Gender and Education
9 (RLIN) 7723
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://doi.org/10.1080/09540253.2016.1171297">https://doi.org/10.1080/09540253.2016.1171297</a>
Link text Read abstract
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type Journal article

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