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What is it like to have a baby in climate crisis? This book
explores the experiences of pregnant women and their partners, pre-
and post-birth, during the catastrophic Australian bushfire season
of 2019-20 and the subsequent COVID-19 pandemic. Engaging a range
of concepts, including the Pyrocene, breath, care and embodiment,
the authors explore how climate crisis is changing experiences of
having children. They also raise questions about how gender and
sexuality are shaped by histories of human engagements with fire.
This interdisciplinary analysis brings feminist and queer questions
about reproduction and kin into debates on contemporary planetary
crises.
What is it like to have a baby in climate crisis? This book
explores the experiences of pregnant women and their partners, pre-
and post-birth, during the catastrophic Australian bushfire season
of 2019-20 and the subsequent COVID-19 pandemic. Engaging a range
of concepts, including the Pyrocene, breath, care and embodiment,
the authors explore how climate crisis is changing experiences of
having children. They also raise questions about how gender and
sexuality are shaped by histories of human engagements with fire.
This interdisciplinary analysis brings feminist and queer questions
about reproduction and kin into debates on contemporary planetary
crises.
Sexual citizenship is a powerful concept associated with debates
about recognition and exclusion, agency, respect and
accountability. For young people in general and for gender and
sexually diverse youth in particular, these debates are entangled
with broader imaginings of social transitions: from 'child' to
'adult'and from 'unreasonable subject' to one 'who can consent'.
This international and interdisciplinary collection identifies and
locates struggles for recognition and inclusion in particular
contexts and at particular moments in time, recognising that sexual
and gender diverse young people are neither entirely vulnerable nor
self-reliant. Focusing on the numerous domains in which debates
about youth, sexuality and citizenship are enacted and contested,
Youth, Sexuality and Sexual Citizenship explores young people's
experiences in diverse but linked settings: in the family, at
school and in college, in employment, in social media and through
engagement with health services. Bookended by reflections from
Jeffrey Weeks and and Susan Talburt, the book's empirically
grounded chapters also engage with the key debates outlined in it's
scholarly introduction. This innovative book is of interest to
students and scholars of gender and sexuality, health and sex
education, and youth studies, from a range of disciplinary and
professional backgrounds, including sociology, education, nursing,
social work and youth work.
Sexual citizenship is a powerful concept associated with debates
about recognition and exclusion, agency, respect and
accountability. For young people in general and for gender and
sexually diverse youth in particular, these debates are entangled
with broader imaginings of social transitions: from 'child' to
'adult'and from 'unreasonable subject' to one 'who can consent'.
This international and interdisciplinary collection identifies and
locates struggles for recognition and inclusion in particular
contexts and at particular moments in time, recognising that sexual
and gender diverse young people are neither entirely vulnerable nor
self-reliant. Focusing on the numerous domains in which debates
about youth, sexuality and citizenship are enacted and contested,
Youth, Sexuality and Sexual Citizenship explores young people's
experiences in diverse but linked settings: in the family, at
school and in college, in employment, in social media and through
engagement with health services. Bookended by reflections from
Jeffrey Weeks and and Susan Talburt, the book's empirically
grounded chapters also engage with the key debates outlined in it's
scholarly introduction. This innovative book is of interest to
students and scholars of gender and sexuality, health and sex
education, and youth studies, from a range of disciplinary and
professional backgrounds, including sociology, education, nursing,
social work and youth work.
Pleasure and desire have been important components of the vision
for sexuality education for over 20 years. This book argues that
there has been a lack of scrutiny over the political motivations
that underpin research supportive of pleasure and desire within
comprehensive sexuality education. In this volume, key researchers
in the field consider how discourses related to pleasure and desire
have been taken up internationally. They argue that sexuality
education is clearly shaped by specific cultural and political
contexts, and examine how these contexts have shaped the
development of pleasure's inclusion in such programs. Via such
discussions, this volume incites a re-configuration of thought
regarding sexuality education's approach to pleasure and desire.
Pleasure and desire have been important components of the vision
for sexuality education for over 20 years. This book argues that
there has been a lack of scrutiny over the political motivations
that underpin research supportive of pleasure and desire within
comprehensive sexuality education. In this volume, key researchers
in the field consider how discourses related to pleasure and desire
have been taken up internationally. They argue that sexuality
education is clearly shaped by specific cultural and political
contexts, and examine how these contexts have shaped the
development of pleasure's inclusion in such programs. Via such
discussions, this volume incites a re-configuration of thought
regarding sexuality education's approach to pleasure and desire.
The Cultural Politics of Queer Theory in Education Research
represents the editors' intention to disrupt cycles of thinking
about the place of queer theory in educational research. The book
aims to encourage dialogue about the objects and subjects of queer
research, the forms of politics incited by the use of queer theory
in education, and the methodological approaches used by scholars
when queer(y)ing. The contributions to this book come from those
who find queer theory problematic, as well as from those who
continue to see a productive place for queer research in education,
however that may be defined. The editors have collected
contributions that attend to the boundaries that are placed around
queer research in education by researchers themselves, and by
peers, ethics committees, funding bodies and university and
government bureaucracies. Considering how key researchers in gender
and education identify with, or deliberately distance themselves
from, queer theory, this collection grapples with the contemporary
cultural politics of doing queer theoretical work in different
education spaces and places. In short, it seeks to disrupt what
people think they already know about the 'place' of queer theory in
education. This book was originally published as a special issue of
Discourse: Studies in the Cultural Politics of Education.
The Cultural Politics of Queer Theory in Education Research
represents the editors' intention to disrupt cycles of thinking
about the place of queer theory in educational research. The book
aims to encourage dialogue about the objects and subjects of queer
research, the forms of politics incited by the use of queer theory
in education, and the methodological approaches used by scholars
when queer(y)ing. The contributions to this book come from those
who find queer theory problematic, as well as from those who
continue to see a productive place for queer research in education,
however that may be defined. The editors have collected
contributions that attend to the boundaries that are placed around
queer research in education by researchers themselves, and by
peers, ethics committees, funding bodies and university and
government bureaucracies. Considering how key researchers in gender
and education identify with, or deliberately distance themselves
from, queer theory, this collection grapples with the contemporary
cultural politics of doing queer theoretical work in different
education spaces and places. In short, it seeks to disrupt what
people think they already know about the 'place' of queer theory in
education. This book was originally published as a special issue of
Discourse: Studies in the Cultural Politics of Education.
This book engages contemporary debates about the notion of
secularism outside of the field of education in order to consider
how secularism shapes the formation of progressive sexuality
education. Focusing on the US, Canada, Ireland, Aotearoa-New
Zealand and Australia, this text considers the affinities,
prejudices, and attachments of scholars who advocate secular
worldviews in the context of sexuality education, and some of the
consequences that ensue from these ways of seeing. This study
identifies and interrogates how secularism infuses progressive
sexuality education. It asks readers to consider their own
investments in particular ways of thinking and researching in the
field of sexuality education, and to think about how these
investments have developed and how they shape existing discourses
within the field of sexuality education. It hones in on how
progressive sexuality education has come to develop in the way that
it has, and how this relates to conceits of secularism. This book
prompts a consideration of how "progressive" scholarship and
practice might get in the way of meaningful conversations with
students, teachers, and peers who think differently about the field
of sexuality education.
This book engages contemporary debates about the notion of
secularism outside of the field of education in order to consider
how secularism shapes the formation of progressive sexuality
education. Focusing on the US, Canada, Ireland, Aotearoa-New
Zealand and Australia, this text considers the affinities,
prejudices, and attachments of scholars who advocate secular
worldviews in the context of sexuality education, and some of the
consequences that ensue from these ways of seeing. This study
identifies and interrogates how secularism infuses progressive
sexuality education. It asks readers to consider their own
investments in particular ways of thinking and researching in the
field of sexuality education, and to think about how these
investments have developed and how they shape existing discourses
within the field of sexuality education. It hones in on how
progressive sexuality education has come to develop in the way that
it has, and how this relates to conceits of secularism. This book
prompts a consideration of how "progressive" scholarship and
practice might get in the way of meaningful conversations with
students, teachers, and peers who think differently about the field
of sexuality education.
This authoritative, state-of-the-art Handbook provides an
authoritative overview of issues within sexuality education,
coupled with ground-breaking discussion of emerging and
unconventional insights in the field. With 32 contributions from 12
countries it definitively traces the landscape of issues, theories
and practices in sexuality education globally. These rich and
multidisciplinary essays are written by renowned critical
sexualities studies experts and rising stars in this area and
grouped under four main areas: Global Assemblages of Sexuality
Education Sexualities Education in Schools Sexual Cultures,
Entertainment Media and Communication Technologies Re-animating
What Else Sexuality Education Research Can Do, Be and Become
Importantly, this Handbook does not equate sexuality education with
safer sex education nor understand this subject as confined to
school based programmes. Instead, sexuality education is understood
more broadly and to occur in spaces as diverse as community
settings and entertainment media, and via communication
technologies. It is an essential and comprehensive reference
resource for academics, students and researchers of sexuality
education that both demarcates the field and stimulates critical
discussion of its edges. Chapter 2 is available open access under a
CC BY 4.0 license via link.springer.com.
How do contemporary teenagers experience and understand religious,
spiritual, gender and sexual diversity? How are their experiences
mediated by where they go to school, their faith and their
geographic location? Are their outlooks materialist, religious,
spiritual, or do they have hybrid identities? Freedoms, Faiths and
Futures: Teenage Australians on Religion, Sexuality and Diversity
offers powerful insight into how teenagers make sense of the world
around them. Drawing on rich data from a major national study, this
book creates new ways of understanding the complexity of young
people's lives and how school education covering diversity best
addresses their world. This book argues that school education
focused on worldviews is founded on ways of thinking about young
people that do not reflect the complexities of Generation Z's
everyday experiences of diversity and their interactions with each
other. It argues that certain kinds of education in schools can
play a significant role in developing religious literacy, tolerance
and positive attitudes to diversity.
How do contemporary teenagers experience and understand religious,
spiritual, gender and sexual diversity? How are their experiences
mediated by where they go to school, their faith and their
geographic location? Are their outlooks materialist, religious,
spiritual, or do they have hybrid identities? Freedoms, Faiths and
Futures: Teenage Australians on Religion, Sexuality and Diversity
offers powerful insight into how teenagers make sense of the world
around them. Drawing on rich data from a major national study, this
book creates new ways of understanding the complexity of young
people's lives and how school education covering diversity best
addresses their world. This book argues that school education
focused on worldviews is founded on ways of thinking about young
people that do not reflect the complexities of Generation Z's
everyday experiences of diversity and their interactions with each
other. It argues that certain kinds of education in schools can
play a significant role in developing religious literacy, tolerance
and positive attitudes to diversity.
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