In different geographies and times, the complexities and risks of teaching about sexuality have gone through several iterations determined by social, political and educational contexts and spaces. In some parts of the world there is no space for discourse and debate around various forms of sexuality. The subject as an area of study (that is the academic discipline and the student/teacher as subject) is ignored, ridiculed and even outlawed. Those who are perceived as sexual ‘deviants’ are rendered invisible and vulnerable; they are marginalised and often brutalised in many ways. In such contexts pedagogical approaches to sexuality in the classroom (and beyond) can be dangerous and risky. Indeed, many such academic environments in certain countries are highly toxic and create deep crises for those under attack. However, in other parts of the world there has been significant progress in exploring the complexities of sexuality through educational lenses. Sexual politics and rights are increasingly recognised as part and parcel of a teaching environment where inclusion, diversity and social justice are established, supported and positively explored by teachers and students.
In this presentation I draw upon my work as a feminist geographer with 24 years of classroom teaching on sexuality located in two very different geographical and political contexts – the United Kingdom and Singapore. I discuss my commitment to integrate sexuality into the curriculum and analyse the ways in which styles of delivery, content and engagement between and with students has varied across two eras of teaching geographies of sexualities.
Mots clés : justice|sexuality crises|feminist geography|education|rights
A102962TS