Suchergebnisse

Intro -- Acknowledgements -- Contents -- List of Figures -- Chapter 1: Sexuality Education Matters -- Notes on a New Materialist Methodology -- Two Research Projects -- New Materialism's Methodological Landscape -- Becoming Chapters -- References -- Chapter 2: New Materialism: An Experiment in Queer Thinking -- Sexuality as Intra-active Be-coming -- Queer Theory and New Materialism -- References -- Chapter 3: The Power of Things! A 'New' Ontology of Sexualities at School -- One Diffractive Analysis -- Sexuality as Intra-active Becomings -- Thing-Power-Photographs-Sexuality -- The Camera Slip-An Example of Object-Agency -- Concluding Matters -- References -- Chapter 4: A Radical Plurality: Re-thinking Cultural and Religious Diversity in Sexuality Education -- Todd's Concept of Plurality -- Reading Barad Through Todd -- Carol -- Closing Thoughts -- References -- Chapter 5: Learning About Sexuality 'Between' Home and School -- New Materialist Thought -- A Note on Methodology -- Chana in the Empirical Scene -- One Interpretive Account -- (Not a) Conclusion: A New Materialist Account -- References -- Chapter 6: Methodological Matters: The Becoming of Data About Sexuality at School -- Photos of Nothing: A Representational Reading -- A New Materialist Critique of Representation -- A New Materialist Feminist Reading of Photos of Nothing -- A New Materialist Feminist Reading of the Camera -- Unending Matters -- References -- Chapter 7: Lessons in Research and Method from Abandoned Shopping Trolleys -- Methodocentrism -- Research-Making with Shopping Trolleys -- Propositions for Sexuality Education -- References -- Chapter 8: Never(end)ing: Propositions for Sexuality Education -- Sexual Subjectivity -- Sexuality Education Curriculum -- Pedagogy -- Teacher/Student Relations -- Sexuality Education Research -- Touching Along New Materialism's Boundary

"This book aims to explore what queer thinking and new materialist feminist thought might offer the field of sexuality education. It argues that queer theory in education might be queered further by drawing on feminist new materialism and extending itself to subjects beyond sexual and gender identities/issues, including a focus on 'things'. Allen explores how new materialism as a form of queer thinking, might be brought to bear on other important issues of social justice such as, classroom cultural and religious diversity."--

1. The sexual landscape of schooling -- 2. Researching the sexual cultures of school -- 3. Picturing masculinities, sexualities and schooling -- 4. Picturing femininities, sexualities and schooling -- 5. Tau(gh)t bodies : student sexual embodiment and schooling -- 6. Schooling heteronormative cultures -- 7. Schooling sexual spaces -- 8. A new ontology of sexualities at school -- 9. An open-ending : the sexuality education assemblage.

"Dedication " -- "Acknowledgments" -- "Contents" -- "About the Editors" -- "Contributors" -- "List of Figures" -- "List of Tables" -- "1: Introduction to The Palgrave Handbook of Sexuality Education" -- " The Handbook of Sexuality Education-Assemblage" -- " Sexuality Education's Sedimenting Historialities" -- " Delineating the Assemblage (or Organisation of the Handbook)" -- " Becoming Sexuality Education-Assemblage" -- "References" -- "Part I: Global Assemblages of Sexuality Education" -- "Introduction " -- "References" -- "2: 'Sex and History': Talking Sex with Objects from the Past" -- " The Methodology: How it Developed and How it Works" -- " Where This Methodology Works" -- " Formal Sexuality Education in Schools" -- " Within Other Tertiary Education Subjects" -- " Out-of-School Youth Activities and Programmes, in Particular for Disadvantaged Youth" -- " Museums, Exhibitions, and Participation Programmes" -- " Future Plans and Developments" -- "References" -- "3: The Manufacture of Consensus: The Development of United Nations Technical Guidance on Sexuality Education" -- " The Politics of Silence" -- " The Politics of the International Arena" -- " The Politics of Guidance Development" -- " The Right Time for UNESCO" -- " Leadership from UNAIDS" -- " Delivering the Goods" -- " Conclusion" -- "References" -- "Other Relevant Documents" -- "4: Sexuality Education in Ghana and Mozambique: An Examination of Colonising Assemblages Informing School-based Sexuality Education Initiatives" -- " Historical and Socio-political Context of Sexuality Education in Ghana and Mozambique" -- " Historical Background and Overview of Education Systems in Ghana and Mozambique" -- " Sexuality Education in Ghana and Mozambique" -- " Theoretical Premises" -- " Methods

"This book innovatively re-envisions the possibilities of sexuality education. Utilizing student critiques of programs it reconfigures key debates in sexuality education including: Should pleasure be part of the curriculum? Who makes the best educators? Do students prefer single or mixed gender classes?"--

This paper maps the smell texture of the COVID-19 pandemic. Media and official accounts of the pandemic have been dominated by statistical rates of viral infection and death, as well as visual images of overburdened hospitals and deserted city streets. Mobilising smell as a medium for knowing the world differently, this paper documents pandemic smell markers such as 'hand sanitizer', 'disinfectant' and 'breath and body odour'. To do this, it employs 'smellwalk' and 'urban wandering' methodologies in Bayside, a coastal town in Aotearoa-New Zealand. It argues the pandemic produces a specific smell texture, conceptualised as a momentary re-arrangement of the normal smellscape. This re-arrangement is signalled by both the presence of pandemic smell markers, and absence of normal smells which create atmospheres of 'uncertainty', 'anxiety' and 'dis-ease'. In accordance with other emerging sensory scholarship about the pandemic, the paper considers whether this change in smellscape constitutes a 'sensory revolution.'

This paper explores a form of sensuous methodology known as smellwalks. Smellwalks are a method which require a reorientation of the senses to temporarily emphasize the information received from the nose. During a smellwalk, the researcher employs an active form of smelling to examine their environment that diverges from normal smell perception. In this research, smellwalks are deployed to investigate the experience of lockdown in a suburban town in Aotearoa-New Zealand. Six solo walks were undertaken, three during lockdown and three out of it, to compare the presence and absence of smells during these periods. In attuning to the invisible, intangible, mundane, and small details of life via smell, smellwalks opened opportunities for new embodied and material knowledge about lockdown experience. It is argued that smellwalks offer a sensory and embodied method with the capacity to attend to more than vision and representation.

This article attempts to reconceptualize qualitative research around young people, sexuality, and schooling. In a bid to contribute to what has been coined "post-qualitative" research, it grapples with questions of epistemology and ontology which some argue much humanist methodology negates. This discussion is situated within current debates about the utility of method and a context in which sexuality research and methodology appears to have stagnated. Taking two moments from sexuality research previously conceived within a humanist qualitative methodological paradigm, the article thinks them with feminist new materialist thought. The aim is to consider what new methodological, ethical, and ontological possibilities feminist new materialist ideas afford for research in the field of sexualities and beyond. The article argues that new materialist thought invites an open-ness and response-ability from researchers which reorients the ethics of sexuality research and the nature of sexuality itself.