Titlebook: Exploring Contemporary Issues in Sexuality Education with Young People; Theories in Practice Kathleen Quinlivan Book 2018 The Editor(s) (if

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内阁

https://doi.org/10.1007/978-3-662-47324-5en us at school. Frequently confounded, over the years, I show how I developed the capacity to more fully attend to the present and respond rhizomatically to what emerged, and what that orientation produced. I close by considering the pedagogical challenges and affordances of conceptualising sexuali

痛苦一生

Hierarchy and Hierarchical Systems, contemporary theories as everyday practices can be helpful in re-conceptualising sexuality education encounters. In particular I argue that framing theories as practice can recognise and attend to the ways in which diverse young people are learning about sexualities and relationships in their own l

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2524-6445 ve perspectives that can help make sexuality and relationships education more relevant and meaningful for young people in a rapidly changing world. This volumewill be of interest and value to students and scholars of sexuality and relationship education, as well as practitioners.978-1-137-50105-9Series ISSN 2524-6445 Series E-ISSN 2524-6453

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Introduction: Contemporary Issues in Sexuality and Relationships Education with Young People: Theorlationships can be helpful in informing approaches to teaching and learning about contemporary issues of sex and gender politics in the classroom. In the final section I introduce how each of the book chapters and the Afterword speak to the major theme of the book; how researchers and teachers worki

基因组

Chapter 1: Queerly Affective Failure as a Site of Pedagogical Possibility in the Sexuality Educatioty, provide pedagogical opportunities for engaging more queerly with the lived dynamics of sex and gender politics as they are occurring in young people’s lives, and as an integral part of sexuality education programmes in the classroom.

Hiatal-Hernia

,Chapter 2: “An Epidemic of Love”: Drawing on Students’ Lived Experiences of Challenging Hetero and hope that risks disappointment, I discuss the ways in which the group critically grappled with issues of homonormativity and acknowledging difference amongst themselves. This chapter emphasises the important role that student- led initiatives can play as sites of teaching and learning to queerly de

committed

,Chapter 3: Engaging with the Politics of Porn: Coming in ‘Slantwise’ with Contemporary Art in the Ss opens possibilities for a reconsideration of normative assumptions about pleasure and desire in ways that could be meaningful to them. Drawing on a series of paintings by New Zealand artist Linda James, I show how engaging with paintings could provide both teachers and students with a way to conne

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Chapter 4: Reconfiguring Sexuality Education as an Assemblage: Exploring Affective Becomings in a Rced both restrictive and expansive affective and desiring flows. Characterised by a rolling sense of constraint and possibility, I show how moments of ‘becoming other’ emerged for both the students and myself. While pedagogically demanding, I suggest that reconfiguring sexuality education programmes

ALOFT

Chapter 5: The Art of the Possible: Reconceptualising Sexuality Education as Rhizomatic Experimentaen us at school. Frequently confounded, over the years, I show how I developed the capacity to more fully attend to the present and respond rhizomatically to what emerged, and what that orientation produced. I close by considering the pedagogical challenges and affordances of conceptualising sexuali