Chapter

Knowing Girls: Gender and Learning in School-Based Sexuality Education

Jessica Fields

in Sexual Inequalities and Social Justice

Published by University of California Press

Published in print December 2006 | ISBN: 9780520246140
Published online May 2012 | e-ISBN: 9780520939141 | DOI: http://dx.doi.org/10.1525/california/9780520246140.003.0004
Knowing Girls: Gender and Learning in School-Based Sexuality Education

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This chapter researches different comprehensions of sexual knowledge and female sexuality, compiled by advocates, educators, and students, in sexuality education and related debates. All observations are empirically inferred. While the schoolteacher projects sexual knowledge as rational and separable from sexual attitudes and behaviors, students' interactions suggest that knowledge and behavior are relentlessly intertwined, gendered, and sexualized practices and, second, that knowledge about girls as well as girls' knowledge are especially treacherous. Quite curiously, it is observed that a predominant tendency among educators is to assume the students' absolute innocence vis-à-vis sexual knowledge, and a tendency to assert their previous experiences and interpretations as misplaced and hence, progress to reconstruct them. Conducting empirical research with a young subject age base has the obvious problem of basic incompatibility arising out of the predominant perspective among young people, of the authoritarian essence of elders. The homosexuality of the researcher compounds the problem further.

Keywords: sexual knowledge; student; rational; sexual attitude; sexualized practice; authoritarian

Chapter.  7506 words. 

Subjects: Anthropology

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