Cripping sex education: lessons learned from a programme aimed at young people with mobility impairments
Bahner, Julia LU
(2018)
In Sex Education
18(6).
p.640-654
- Abstract
This paper analyses sexuality and relationship education (SRE) in a Swedish college programme aimed at young people with mobility impairments. Interviews and focus groups were conducted to explore students’ experiences of the structure, content and usefulness of SRE, and college personnel’s SRE practices. Results show that, although many of the issues covered are pertinent for all young people, being disabled raises additional concerns: for example how to handle de-sexualising attitudes, possible sexual practices, and how reliance on assistance impacts upon privacy. Crip theory is used as an analytical framework to identify, challenge and politicise sexual norms and practices. Students’ experiences of living in a disablist,... (More)
This paper analyses sexuality and relationship education (SRE) in a Swedish college programme aimed at young people with mobility impairments. Interviews and focus groups were conducted to explore students’ experiences of the structure, content and usefulness of SRE, and college personnel’s SRE practices. Results show that, although many of the issues covered are pertinent for all young people, being disabled raises additional concerns: for example how to handle de-sexualising attitudes, possible sexual practices, and how reliance on assistance impacts upon privacy. Crip theory is used as an analytical framework to identify, challenge and politicise sexual norms and practices. Students’ experiences of living in a disablist, heteronormative society can be used as resources for developing cripistemologies, which challenge the private/public binary that often de-legitimises learners’ experiences and separates them from teachers’ ‘proper’ knowledge production. Crip SRE would likely hold benefits for non-disabled pupils as well, through its use of more inclusive pedagogy and in work to expand sexual possibilities. Crip SRE has the potential to disrupt taken-for-granted dis/ability and sexuality divides as well as to politicise issues that many young people presently experience as ‘personal shortcomings’.
(Less)- Abstract (Swedish)
- This paper analyses sexuality and relationship education (SRE) in a Swedish college programme aimed at young people with mobility impairments. Interviews and focus groups were conducted to explore students’ experiences of the structure, content and usefulness of SRE, and college personnel’s SRE practices. Results show that, although many of the issues covered are pertinent for all young people, being disabled raises additional concerns: for example how to handle de-sexualising attitudes, possible sexual practices, and how reliance on assistance impacts upon privacy. Crip theory is used as an analytical framework to identify, challenge and politicise sexual norms and practices. Students’ experiences of living in a disablist, heteronormative... (More)
- This paper analyses sexuality and relationship education (SRE) in a Swedish college programme aimed at young people with mobility impairments. Interviews and focus groups were conducted to explore students’ experiences of the structure, content and usefulness of SRE, and college personnel’s SRE practices. Results show that, although many of the issues covered are pertinent for all young people, being disabled raises additional concerns: for example how to handle de-sexualising attitudes, possible sexual practices, and how reliance on assistance impacts upon privacy. Crip theory is used as an analytical framework to identify, challenge and politicise sexual norms and practices. Students’ experiences of living in a disablist, heteronormative society can be used as resources for developing cripistemologies, which challenge the private/public binary that often de-legitimises learners’ experiences and separates them from teachers’ ‘proper’ knowledge production. Crip SRE would likely hold benefits for non-disabled pupils as well, through its use of more inclusive pedagogy and in work to expand sexual possibilities. Crip SRE has the potential to disrupt taken-for-granted dis/ability and sexuality divides as well as to politicise issues that many young people presently experience as ‘personal shortcomings’. (Less)
- author
- Bahner, Julia
LU
- organization
- publishing date
- 2018-11-02
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- crip theory, disability, Sexuality, special education, Sweden, young disabled people, Disability, Funktionshinder, Sex- och samlevnadsundervisning
- in
- Sex Education
- volume
- 18
- issue
- 6
- pages
- 15 pages
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85044581997
- ISSN
- 1468-1811
- DOI
- 10.1080/14681811.2018.1456417
- project
- Normer kring sex- och samlevnadsundervisning på riksgymnasium
- language
- English
- LU publication?
- yes
- id
- fb3ff311-6d45-4a0d-a3c2-44232d4ac032
- date added to LUP
- 2019-10-22 10:41:04
- date last changed
- 2023-11-14 17:16:20
@article{fb3ff311-6d45-4a0d-a3c2-44232d4ac032,
abstract = {{<p>This paper analyses sexuality and relationship education (SRE) in a Swedish college programme aimed at young people with mobility impairments. Interviews and focus groups were conducted to explore students’ experiences of the structure, content and usefulness of SRE, and college personnel’s SRE practices. Results show that, although many of the issues covered are pertinent for all young people, being disabled raises additional concerns: for example how to handle de-sexualising attitudes, possible sexual practices, and how reliance on assistance impacts upon privacy. Crip theory is used as an analytical framework to identify, challenge and politicise sexual norms and practices. Students’ experiences of living in a disablist, heteronormative society can be used as resources for developing cripistemologies, which challenge the private/public binary that often de-legitimises learners’ experiences and separates them from teachers’ ‘proper’ knowledge production. Crip SRE would likely hold benefits for non-disabled pupils as well, through its use of more inclusive pedagogy and in work to expand sexual possibilities. Crip SRE has the potential to disrupt taken-for-granted dis/ability and sexuality divides as well as to politicise issues that many young people presently experience as ‘personal shortcomings’.</p>}},
author = {{Bahner, Julia}},
issn = {{1468-1811}},
keywords = {{crip theory; disability; Sexuality; special education; Sweden; young disabled people; Disability; Funktionshinder; Sex- och samlevnadsundervisning}},
language = {{eng}},
month = {{11}},
number = {{6}},
pages = {{640--654}},
publisher = {{Taylor & Francis}},
series = {{Sex Education}},
title = {{Cripping sex education: lessons learned from a programme aimed at young people with mobility impairments}},
url = {{http://dx.doi.org/10.1080/14681811.2018.1456417}},
doi = {{10.1080/14681811.2018.1456417}},
volume = {{18}},
year = {{2018}},
}