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dc.contributor.authorGoldman, Julietteen_US
dc.contributor.authorMcCutchen, Lisaen_US
dc.date.accessioned2017-05-03T12:04:25Z
dc.date.available2017-05-03T12:04:25Z
dc.date.issued2012en_US
dc.date.modified2013-06-18T02:23:20Z
dc.identifier.issn00131881en_US
dc.identifier.doi10.1080/00131881.2012.734722en_US
dc.identifier.urihttp://hdl.handle.net/10072/48685
dc.description.abstractBackground: Teenagers need information about their changing bodies. Many young people do not receive adequate or accurate puberty/sexuality education from their parents or school, so many teenagers are going online to have their sexuality questions answered. Purpose: This research examines teenagers' web questions on sexuality, and an example of the puberty and sexuality education content that some may learn in school. It looks for evidence of heteronormative conceptualisations of gender and sexuality, using a theoretical framework based on the Four Discourses of Sexuality Education. Sample: This includes the web questions (n 젲00) of an evenly gendered sample of 13-15-year-old students (n 젱80) from four English-speaking nations, namely UK, USA, Canada and Australia, selected from a reputable puberty/ sexuality education site, and, for comparison, an example of an age-representative public school Health and Physical Education (HPE) puberty/sexuality education curriculum. Method: A gendered and narrative-thematic Content Analysis was undertaken, using the Four Discourses theoretical framework, on the students' sexuality web questions, and also on the school HPE curriculum. Results: The discourse of Victimisation was evident in nearly half of all students' web questions, and over a third of the HPE curriculum. The discourse of Individual Morality was present in a quarter of both students' questions and the curriculum, while the discourse of Desire was evidenced in a fifth of students' questions and almost a third of curriculum content. Somewhat surprisingly, the discourse of Violence was present in 9% of exclusively female students' web questions, and in 12% of the curriculum. Conclusion: It is recommended that the sampled HPE curriculum, and similar curricula in these sampled students' countries, need explicitly to address gender differences in students' metacognition and conceptualisations of puberty and sexuality. This may enable students to embrace their entitlement to sexual subjectivity, in education and across the lifespan, thus helping to ensure students' healthy, positive and purposeful life outcomes.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom357en_US
dc.relation.ispartofpageto373en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalEducational Researchen_US
dc.relation.ispartofvolume54en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleTeenagers' web questions compared with a sexuality curriculum: an explorationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2012
gro.hasfulltextNo Full Text


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