Discourses of Exclusion

Sexuality Education's Silencing of Sexual Others

Datos Bibliográficos

ID12973166
AutoresJohn P Elia (San Francisco State University, autor de correspondencia), Michele J Eliason (0000-0003-0666-5612, San Francisco State University)
Año2010
Volumen7
Número1
Páginas29-48
Fecha de publicación2010-01-26
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of LGBT Youth (JOURNAL)
Identificadores de la revistaISSN: 1936-1653 • E-ISSN: 1936-1661
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/19361650903507791
OpenAlexW1967840715
IdiomaEN
Citas recibidas47
Referencias citadas20

This article begins with a broad historical overview detailing how school-based sexuality education has been taught from a specific kind of heterosexual perspective that has excluded lesbian, gay, bisexual, transgender, and queer-identified (LGBTQ) students as well as heterosexual students who do not fall along culturally dominant heterosexual lines. To illustrate such exclusionary sexuality education, we examine the discourses of exclusion in U.S.-based and international models of sexuality education. Then we turn to a continuum of sexuality education programs ranging from no sexuality education at all, abstinence-only, abstinence-based, to comprehensive, and anti-oppressive approaches. We conclude by offering ideas about the ideal characteristics or qualities needed for sexuality education to be inclusive of LGBTQ youth. This would not only stem the tide of the negative impact exclusionary sexuality education practices have had on these youth, but also such an educational experience—which would involve an inclusive interdisciplinary approach across the curriculum—would likely be beneficial in a variety of ways to all students

Human sexuality · Political science · Sex education · Sexuality education · Social exclusion · Sociology · African Sexualities and LGBTQ+ Issues · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology · Sexuality, Behavior, and Technology · Social Psychology