000			02136nab a22002417a 4500
999			_c8131 _d8131
005			20250625151636.0
008			230427s2022 -nz|| |||| 00| 0 eng d
040			_aAFVC
100			_98090 _aBeres, Melanie A.
245			_aFrom ignorance to knowledge : _bsexual consent and queer strories _cMelanie A. Beres
260			_bSage, _c2022
500			_aFeminism & Psychology, 2022, 32(2): 137-155
520			_aThe problem of sexual assault has received increasing public attention over the last few years, with an increasing focus on the concept of sexual consent to solve the problem. Education efforts focus on teaching people what consent is and how to explicitly communicate about sex, constructing consent as a knowledge problem. Using the stories of queer adults, this study calls for the development of an epistemology of sexual consent. I argue that the current research and scholarship fail to recognise existing knowledge about sexual consent, relegating sexual consent to an epistemology of ignorance. Queer participants in this study demonstrated sophisticated knowledge of sexual consent through their talk on the role of verbal consent cues and articulating how they “tune in” to their partners during sex. Within their talk, verbal consent was sometimes viewed as essential to consent, while at times was not necessary, and at other times was not enough to understand a partner's sexual consent. Importantly, they described deep knowledge about partners’ comfort, discomfort or hesitation through “tuning in”. Developing an epistemology of sexual consent requires recognising and valuing what participants tell us about what they know about their partners’ willingness to engage in sex. (Author's abstract). Record 8131
650			_aCONSENT _94690
650		0	_aLGBTQIA+ _93453
650		0	_aSEXUALITY EDUCATION _96891
650			_aYOUNG PEOPLE _9660
651		4	_aNEW ZEALAND _92588
773	0		_tFeminism & Psychology, 2022, 32(2): 137-155
830			_aFeminism & Psychology _94691
856			_uhttps://doi.org/10.1177/09593535211059003 _zDOI: 10.1177/09593535211059003
942			_2ddc _cARTICLE