Sexuality in teaching – good, bad or ugly? Lessons from a collaborative ethnographic study
Sexuality in education is often considered taboo, following a social attitude that perceives sexuality as dirty and ugly in the teacher-student relationship, not only if it implicates sexual relationships but erotic feelings or subtle sexual connotations, too. Studies tend to judge the issue more re...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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West University of Timisoara
2022-08-01
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| Series: | Revista de Știinţe Educaţiei |
| Subjects: | |
| Online Access: | https://rse.uvt.ro/pdf/2022/Nr1_update/RSE1_2022_1.pdf |
| _version_ | 1828520150106636288 |
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| author | Barnabás Sárospataki György Mészáros |
| author_facet | Barnabás Sárospataki György Mészáros |
| author_sort | Barnabás Sárospataki |
| collection | DOAJ |
| description | Sexuality in education is often considered taboo, following a social attitude that perceives sexuality as dirty and ugly in the teacher-student relationship, not only if it implicates sexual relationships but erotic feelings or subtle sexual connotations, too. Studies tend to judge the issue more reflexively along with moral and pedagogical categories of right and wrong, good and bad. However, in our collaborative auto)ethnographic research, we found that sexuality, in a broad sense, as an anthropological dimension, is inescapably present in pedagogical relations and teaching. Going beyond a moralising approach, we aim to analyse sexuality in teaching along the lines of critical (feminist) pedagogy and the ethics of care. In line with these perspectives, we also aim to provide practical implications for teachers on the subject. Our theoretical approach follows these two
frameworks but still takes a focused and limited approach to sexuality by concentrating on its
universal and performative aspects. Our analysis seeks to answer how sexuality in teaching can be judged as 'good' or 'bad'. Our study's novelty consists of exploring the topic in a broad sense and a complex approach combining pedagogical and ethical aspects. Methodologically, our reflection is based on two related auto/ethnographic projects running over several years. A key element of the inquiry was a continuous collaborative reflection in our dialogical field notes complemented by
interviews and focus groups. In presenting our findings, we use vignettes to illustrate the complex dimensions of sexuality in teaching. We conclude that the 'good' and 'bad' factors of the presence of
sexuality cannot be separated entirely. Teachers should move beyond a moralising and dismissive attitude to reflect (or even consciously integrate) the dimension of sexuality in their teaching. Still, they should constantly reflect on the power relations and oppressive factors inherent in sexuality. |
| first_indexed | 2024-12-11T19:25:50Z |
| format | Article |
| id | doaj.art-c9c8126e298e4bd28ae9440a1bcf2ead |
| institution | Directory Open Access Journal |
| issn | 2457-8673 |
| language | English |
| last_indexed | 2024-12-11T19:25:50Z |
| publishDate | 2022-08-01 |
| publisher | West University of Timisoara |
| record_format | Article |
| series | Revista de Știinţe Educaţiei |
| spelling | doaj.art-c9c8126e298e4bd28ae9440a1bcf2ead2022-12-22T00:53:25ZengWest University of TimisoaraRevista de Știinţe Educaţiei2457-86732022-08-0145132110.35923/JES.2022.1.01Sexuality in teaching – good, bad or ugly? Lessons from a collaborative ethnographic studyBarnabás Sárospataki0György Mészáros1Eötvös Loránd University, Institute of EducationEötvös Loránd University, Institute of EducationSexuality in education is often considered taboo, following a social attitude that perceives sexuality as dirty and ugly in the teacher-student relationship, not only if it implicates sexual relationships but erotic feelings or subtle sexual connotations, too. Studies tend to judge the issue more reflexively along with moral and pedagogical categories of right and wrong, good and bad. However, in our collaborative auto)ethnographic research, we found that sexuality, in a broad sense, as an anthropological dimension, is inescapably present in pedagogical relations and teaching. Going beyond a moralising approach, we aim to analyse sexuality in teaching along the lines of critical (feminist) pedagogy and the ethics of care. In line with these perspectives, we also aim to provide practical implications for teachers on the subject. Our theoretical approach follows these two frameworks but still takes a focused and limited approach to sexuality by concentrating on its universal and performative aspects. Our analysis seeks to answer how sexuality in teaching can be judged as 'good' or 'bad'. Our study's novelty consists of exploring the topic in a broad sense and a complex approach combining pedagogical and ethical aspects. Methodologically, our reflection is based on two related auto/ethnographic projects running over several years. A key element of the inquiry was a continuous collaborative reflection in our dialogical field notes complemented by interviews and focus groups. In presenting our findings, we use vignettes to illustrate the complex dimensions of sexuality in teaching. We conclude that the 'good' and 'bad' factors of the presence of sexuality cannot be separated entirely. Teachers should move beyond a moralising and dismissive attitude to reflect (or even consciously integrate) the dimension of sexuality in their teaching. Still, they should constantly reflect on the power relations and oppressive factors inherent in sexuality. https://rse.uvt.ro/pdf/2022/Nr1_update/RSE1_2022_1.pdfsexualitycritical pedagogyfeminist pedagogycollaborative ethnography |
| spellingShingle | Barnabás Sárospataki György Mészáros Sexuality in teaching – good, bad or ugly? Lessons from a collaborative ethnographic study Revista de Știinţe Educaţiei sexuality critical pedagogy feminist pedagogy collaborative ethnography |
| title | Sexuality in teaching – good, bad or ugly? Lessons from a collaborative ethnographic study |
| title_full | Sexuality in teaching – good, bad or ugly? Lessons from a collaborative ethnographic study |
| title_fullStr | Sexuality in teaching – good, bad or ugly? Lessons from a collaborative ethnographic study |
| title_full_unstemmed | Sexuality in teaching – good, bad or ugly? Lessons from a collaborative ethnographic study |
| title_short | Sexuality in teaching – good, bad or ugly? Lessons from a collaborative ethnographic study |
| title_sort | sexuality in teaching good bad or ugly lessons from a collaborative ethnographic study |
| topic | sexuality critical pedagogy feminist pedagogy collaborative ethnography |
| url | https://rse.uvt.ro/pdf/2022/Nr1_update/RSE1_2022_1.pdf |
| work_keys_str_mv | AT barnabassarospataki sexualityinteachinggoodbadoruglylessonsfromacollaborativeethnographicstudy AT gyorgymeszaros sexualityinteachinggoodbadoruglylessonsfromacollaborativeethnographicstudy |