How Materialities and Space-Time Travellings in Class Can Breathe New Life into Swedish Secondary School Natural Science Sexuality Education
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| Title: | How Materialities and Space-Time Travellings in Class Can Breathe New Life into Swedish Secondary School Natural Science Sexuality Education |
|---|---|
| Language: | English |
| Authors: | Sara Planting-Bergloo, Auli Arvola Orlander |
| Source: | Cultural Studies of Science Education. 2024 19(2-3):481-498. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary Education, Sex Education, Adolescents, Time, Space Utilization, Language Usage, Inclusion, Learning Activities |
| Geographic Terms: | Sweden |
| DOI: | 10.1007/s11422-024-10227-1 |
| ISSN: | 1871-1502 1871-1510 |
| Abstract: | In this study, we investigate the phenomenon of Swedish Natural Science sexuality education. These classes tend to provide factual knowledge, focus on the negative outcomes of sexuality, be heteronormative and include little time for discussion--like much school sexuality education across the world--and this study aims to contribute ideas about new becomings of Natural Science sexuality education. Baradian theorising was used to explore how materialities and space and time travels within the classroom can challenge often-dominant perspectives. Data were produced in a secondary school and consist of teacher-researcher discussions and participatory observations in class. A futuristic case introduced students to spaces, times and materialities that not only helped the group move beyond a medical focus but also made the sexuality education more student centred. The participating teachers suggested imaginary lust-oriented scenarios for the 15-16-year-old students as an entrance to more preventive messages in teaching. A taken-for-granted heterosexual premise was also challenged with gender-neutral words and pronouns, an exercise on how to use both condoms and dental dams, and a time travel into future possibilities for reproduction and parenting. The acknowledgement of spacetimematter intra-activity in teaching thereby enabled new becomings of Swedish Natural Science sexuality education. However, although this study suggests how dominant medical and heterosexual perspectives can be challenged, it also made visible the absence of cultural, religious, asexuality and disability perspectives in Swedish sexuality education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441102 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEcAtP6LPVOhz_GCgFS-6STAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDP8qfKVyjvaVlkoGiQIBEICBmkiQEaur2Ne2ZSWaWtmSL3B2eNBpNLvmTUXI6KYl5UjV4CY9CyB526Rk0wxOmnnKAdJTaFuThQ-TwDCHlgF54cNHS0O92ejPvICShcmUxwLBJU1JI8eJmhb5_O-yPU-x7SM5EfMcNuLwDm7xKRpsLH96KMXFOkItOqNB538p_xE7BsgvNSiaAxxOhoOcmrYhF8NraUmrKfuIgus= Text: Availability: 1 Value: <anid>AN0179949790;[3h02]01sep.24;2024Sep30.07:02;v2.2.500</anid> <title id="AN0179949790-1">How materialities and space–time travellings in class can breathe new life into Swedish secondary school Natural Science sexuality education </title> <p>In this study, we investigate the phenomenon of Swedish Natural Science sexuality education. These classes tend to provide factual knowledge, focus on the negative outcomes of sexuality, be heteronormative and include little time for discussion—like much school sexuality education across the world—and this study aims to contribute ideas about new becomings of Natural Science sexuality education. Baradian theorising was used to explore how materialities and space and time travels within the classroom can challenge often-dominant perspectives. Data were produced in a secondary school and consist of teacher-researcher discussions and participatory observations in class. A futuristic case introduced students to spaces, times and materialities that not only helped the group move beyond a medical focus but also made the sexuality education more student centred. The participating teachers suggested imaginary lust-oriented scenarios for the 15–16-year-old students as an entrance to more preventive messages in teaching. A taken-for-granted heterosexual premise was also challenged with gender-neutral words and pronouns, an exercise on how to use both condoms and dental dams, and a time travel into future possibilities for reproduction and parenting. The acknowledgement of spacetimematter intra-activity in teaching thereby enabled new becomings of Swedish Natural Science sexuality education. However, although this study suggests how dominant medical and heterosexual perspectives can be challenged, it also made visible the absence of cultural, religious, asexuality and disability perspectives in Swedish sexuality education.</p> <p>Keywords: Natural Science sexuality education; Secondary school; Sweden; Barad; Spacetimematter</p> <p>Lead Editor: C. Milne</p> <p>Scholarly interest in sexuality education is often concerned with critical analysis of how sexuality education comes into being (Allen and Rasmussen [<reflink idref="bib5" id="ref1">5</reflink>]). Several studies—for example, the Dutch study by Marianne Cense, Steven de Grauw and Manouk Vermeulen ([<reflink idref="bib13" id="ref2">13</reflink>])—have also investigated adolescents' perspectives on teaching. Meanwhile, Evert Ketting and Olena Ivanova ([<reflink idref="bib25" id="ref3">25</reflink>]), among others, have presented overviews, statistics and comparisons between countries. In a break with this critical and evaluative approach, Allen ([<reflink idref="bib3" id="ref4">3</reflink>]) has suggested that Karen Barad's ([<reflink idref="bib7" id="ref5">7</reflink>]) theorising is useful for constructing and thinking differently about sexuality education. Hence, the theoretical framework of agential realism and the concept spacetimematter (Barad [<reflink idref="bib7" id="ref6">7</reflink>]) are used to investigate how Swedish Natural Science sexuality education can come into being in new ways. Jessica Fields, Jen Gillbert and Michelle Miller ([<reflink idref="bib19" id="ref7">19</reflink>]) further concluded that sexuality education research has often had limited access to classroom-based teaching, which in turn has made it difficult to investigate the relationship between policy and practice. According to Willemijn Krebbekx ([<reflink idref="bib27" id="ref8">27</reflink>]), in-situ studies can further foreground processes and topics that might otherwise be overlooked. Since sexuality education in Sweden is mostly not considered to be controversial and classrooms are accessible, we here contribute to the field with a practice-based study of Natural Science sexuality education.</p> <hd id="AN0179949790-2">Swedish sexuality education</hd> <p>Before we move into the more explorative and forward-looking parts of the paper, we begin with a brief description of how past and present Swedish sexuality education differs, but also is persistent and entangled. Sexuality education, mandatory since 1955, has over the years undergone some policy transformations (Centerwall [<reflink idref="bib14" id="ref9">14</reflink>]). Although the knowledge area has since 2011 been included in the syllabus of most school subjects (Swedish National Agency for Education [<reflink idref="bib50" id="ref10">50</reflink>]), Hannele Junkala, Maria Berge and Eva Silfver ([<reflink idref="bib24" id="ref11">24</reflink>]) report that it has traditionally been the responsibility of Biology teachers. In our experience, this is still the case although it is slowly changing. More subject teachers consider teaching the knowledge area part of their school subjects. Since a national review of sexuality education questioned its quality and consistency both within and between schools (Swedish Schools Inspectorate [<reflink idref="bib54" id="ref12">54</reflink>]), and society had been calling for change, a curriculum reform was recently introduced (Swedish National Agency for Education [<reflink idref="bib48" id="ref13">48</reflink>]). The knowledge area was strengthened in the introductory parts of the curriculum, in subject-specific syllabi and was renamed "Sexuality, consent and relationships" [our translation] (Swedish National Agency for Education [<reflink idref="bib47" id="ref14">47</reflink>]). This means that Swedish sexuality education has now been framed broadly to include topics such as norms, discrimination, power structures and gender equality (Swedish National Agency for Education [<reflink idref="bib47" id="ref15">47</reflink>]).</p> <p>Over the past decade, norm-critical perspectives and a norm-critical pedagogy have both gained wide support within the Swedish educational system (Björkman, Bromseth and Hill [<reflink idref="bib10" id="ref16">10</reflink>]). The stance has developed from poststructuralist and feminist theory and critical pedagogy to address power structures and dominant norms in society. However, its spread and practice has been criticised for enforcing ideologies and norms about how to think and act in teaching (Björkman, Bromseth and Hill [<reflink idref="bib10" id="ref17">10</reflink>]), and the wording "norm-criticism" was recently replaced with "norm-conscious approach" [our translation] in policy (Swedish National Agency for Education [<reflink idref="bib47" id="ref18">47</reflink>], p. 12). In an international context similar approaches are often named critical pedagogy (Bredström and Bolander [<reflink idref="bib11" id="ref19">11</reflink>]) or inclusive or social justice education (Orlander Arvola [<reflink idref="bib34" id="ref20">34</reflink>]).</p> <p>In studies by the Public Health Agency of Sweden ([<reflink idref="bib41" id="ref21">41</reflink>]) and Schools Inspectorate ([<reflink idref="bib54" id="ref22">54</reflink>]), adolescents confirmed that classroom-based sexuality education provided reliable knowledge on reproduction, anatomy, and condom usage, which is part of the content of Natural Science sexuality education. Adolescents aged 16–29 have requested that teaching also address sex, relationships, gender equality, norms and LGBT (lesbian, gay, bisexual, and transgender) perspectives (Public Health Agency of Sweden [<reflink idref="bib41" id="ref23">41</reflink>]). Similar results were obtained in a study by Brian David Unis and Christina Sällström ([<reflink idref="bib55" id="ref24">55</reflink>]), where students who were interviewed felt that teaching tended to focus on the negative outcomes of sexuality, such as sexually transmitted infections (STIs) and unwanted pregnancy. In particular, Natural Science sexuality education was seen as heteronormative and old fashioned with limited opportunities for discussions. The Swedish Schools Inspectorate ([<reflink idref="bib54" id="ref25">54</reflink>], p. 7) has previously concluded that "good sexuality education requires student participation" [our translation], otherwise it may miss out on topics of importance to students. However, students are rarely involved in planning, implementation or evaluation of sexuality education. A recent review by the Inspectorate ([<reflink idref="bib53" id="ref26">53</reflink>]) has further investigated sensitive or controversial topics to be covered in Biology. Controversial and sensitive topics related to Natural Science sexuality education were, for example, sexual orientation, abortion, female circumcision, pornography, consent, sexual control and virginity. According to the review, discussions usually took place in small student groups without teacher support or in a whole-class forum where few student voices were heard. Consequently, students were rarely given the opportunity to practise conversations where they had to face different opinions, approaches and perspectives with the teacher's guidance (Swedish Schools Inspectorate [<reflink idref="bib53" id="ref27">53</reflink>]). Hence, students' possibility to engage in discussions, and in sexuality education as a whole, needs to be further developed in teaching (Swedish Schools Inspectorate [<reflink idref="bib54" id="ref28">54</reflink>], [<reflink idref="bib53" id="ref29">53</reflink>]).</p> <hd id="AN0179949790-3">Sexuality education internationally</hd> <p>The prevention of STIs and reduction of unwanted pregnancies and abortions have also been a long-time goal of Norwegian sexuality education (Helbekkmo, Trengereid Tempero, Sollesnes and Langeland [<reflink idref="bib22" id="ref30">22</reflink>]) and in Finnish schools, communicating information on STI transmission and testing is important (Pakarinen, Kylmä, Helminen and Souminen [<reflink idref="bib36" id="ref31">36</reflink>]). However, Norwegian students have criticised teaching for focusing more on the negative than the desirable aspects of sexuality and have requested more discussions, real-life scenarios and the addressing of questions. It seems that more studies are needed on how the teaching of positive sexual experiences can come into being (Helbekkmo, Trengereid Tempero, Sollesnes and Langeland [<reflink idref="bib22" id="ref32">22</reflink>]). The medical premise identified in Nordic sexuality education is common around the world (Allen [<reflink idref="bib4" id="ref33">4</reflink>]). Sexuality education is nowadays statutory in all four UK nations. Each nation's curriculum covers the menstrual cycle, puberty, contraception and STIs although more complex biological aspects of fertility and reproductive health topics are often ignored (Maslowski, Reiss, Biswakarma and Harper [<reflink idref="bib31" id="ref34">31</reflink>]). Dutch students want sexuality education to address more relational topics and not mere biological functions, reproduction and STIs (Cense, de Grauw and Vermeulen [<reflink idref="bib13" id="ref35">13</reflink>]). In Australia, students consider school a trustworthy source of information (Ezer, Kerr, Fisher, Heywood and Lucke [<reflink idref="bib18" id="ref36">18</reflink>]) but teaching is also criticised for focusing in the main on anatomy, biology and health and for struggling to include queer sexualities (Shannon and Smith [<reflink idref="bib44" id="ref37">44</reflink>]). Although sexuality education is considered controversial in some parts of North America, school programmes that include topics such as contraceptives, STIs and LGBTQ + (lesbian, gay, bisexual, transgender, queer and other) identities are slowly gaining popularity over the abstinence-only-until-marriage discourse (Maitland [<reflink idref="bib30" id="ref38">30</reflink>]). However, a study from New York City concluded that sexuality education was about anatomy, contraceptives and STIs and rarely addresses experiences of LGBTQ + students, in particular those of colour (Roberts, Shiman, Dowling, Tantay, Masdea, Pierre, Lomax and Bedell [<reflink idref="bib43" id="ref39">43</reflink>]). Hence, teaching in the USA still tends to focus on sex-negative messages and heteronormative sexual encounters with little or no information on contraceptive methods (Hunt [<reflink idref="bib23" id="ref40">23</reflink>]). In a quality synthesis including studies from, among others, Ireland, North America, Sweden, Japan, Brazil and Iran, sexuality education was found to be negatively oriented, failed to meet the needs of sexually active students and was unable to cater for the specialness and sensitivity that the subject demands. These opinions were also consistent over the 25-year lifespan of the studies (Pound, Langford and Campbell [<reflink idref="bib40" id="ref41">40</reflink>]). A systematic review of reviews further concluded that school-based programmes are mostly concerned with the reduction of risk behaviours, such as prevention of STIs and unwanted pregnancies (Lameiras-Fernández, Martínez-Román, Carrera-Fernández and Rodríguez-Castro [<reflink idref="bib29" id="ref42">29</reflink>]). In sum, sexuality education curricula are often "stuck" with instrumental methods aimed at the reduction of unplanned pregnancies and the spread of STIs among adolescents (Allen [<reflink idref="bib4" id="ref43">4</reflink>], p. 2).</p> <p>The field of sexuality education, it has further been noted, is riddled with binaries. For example, whether it should be taught/not taught, is effective/ineffective and what content is considered appropriate or inappropriate (Allen [<reflink idref="bib3" id="ref44">3</reflink>]). Some of these discussions also take place in Sweden. The effectiveness–ineffectiveness of Swedish sexuality education was evaluated at the end of the 2010s (Swedish Schools Inspectorate [<reflink idref="bib54" id="ref45">54</reflink>]). The Inspectorate's review was one of the reasons for the recent curriculum reform, which aimed to strengthen the knowledge area (Swedish National Agency for Education [<reflink idref="bib48" id="ref46">48</reflink>]). Evaluations of sexuality education have further been carried out regularly, for example, in 1964, 1982 and 1999 (see, for example, Swedish National Agency for Education [<reflink idref="bib51" id="ref47">51</reflink>]). The Norwegian researcher Stine Bang Svendsen ([<reflink idref="bib46" id="ref48">46</reflink>]) has further suggested that Nordic sexuality education often produces a distinction between knowledges. "Facts" are dealt with in Biology whereas more open-ended discussions are confined to Civics and Religion. Here, Karen Barad's theorising is helpful for rethinking binarisms and dichotomies. Karin Gunnarsson and Simon Ceder ([<reflink idref="bib21" id="ref49">21</reflink>]) have, for example, used agential realism to show how in Swedish sexuality education practice, facts–values come into being as co-constitutive and entangled and not distinct. Vanessa Cameron-Lewis ([<reflink idref="bib12" id="ref50">12</reflink>]) has further questioned the separation of sex-positive and -negative aspects of sexuality education since these perspectives are entangled and defined in relation to each other. Rethinking further taken-for-granted dualisms, Cameron-Lewis ([<reflink idref="bib12" id="ref51">12</reflink>]) and Renold ([<reflink idref="bib42" id="ref52">42</reflink>]) have stressed the need for material, spatial and temporal elements to be considered as active forces in the becoming of sexuality education. How this comes to matter in this study will be discussed later.</p> <hd id="AN0179949790-4">Research aims and question</hd> <p>The Swedish and international body of research have concluded that sexuality education is mostly concerned with medical and sex-negative perspectives. Consequently, with this study, we aim to investigate not only how these approaches could be expanded to include more discussions about relationships and sex-positivism, but also how students can more actively become part of the production of sexuality education. The research question guiding the study is: How can material, spatial and temporal engagements produce new becomings of Swedish Natural Science sexuality education?</p> <hd id="AN0179949790-5">To rethink and breathe life into Swedish Natural Science sexuality education</hd> <p>Allen ([<reflink idref="bib3" id="ref53">3</reflink>], p. 126) has suggested that the Baradian ([<reflink idref="bib7" id="ref54">7</reflink>]) ethico-onto-epistemological framework of agential realism is useful for offering ways "of approaching some of sexuality education's binarism differently". This premise has been used in this study where the entanglement of some of the previously identified dichotomies in sexuality education is central to the analysis. Barad ([<reflink idref="bib9" id="ref55">9</reflink>], p. 170) has, for example, turned to the thinkers Niels Bohr and Trinh T. Minh-ha to question the often taken-for-granted Cartesian subject–object dualism to find new ways "to figure difference differently". Hence, the framework's immanent resistance to dichotomies and fixed categories such as social and scientific, natural and cultural, human and non-human enable the world to be theorised as entangled, relational and produced in intra-activity. This means that medically framed content is also regarded as being produced within a societal context from which it cannot be separated. For example, we have previously used Baradian thinking in analysing entanglements of science content, such as, genital anatomy and social notions of women virginity in sexuality education (Planting-Bergloo, Arvola and Jakobson [<reflink idref="bib38" id="ref56">38</reflink>]).</p> <p>However, we seek not only to rethink binarism but also to acknowledge non-human agency in sexuality education research (Allen [<reflink idref="bib3" id="ref57">3</reflink>], [<reflink idref="bib4" id="ref58">4</reflink>]). According to Barad ([<reflink idref="bib7" id="ref59">7</reflink>]), the world is not a metaphysical representation but rather comes into being through phenomena. Phenomena can be described as units of realities enacted through human and non-human relations and entanglements. In this study, the phenomenon studied is Swedish secondary Natural Science sexuality education. Because "entanglements of spacetimematter" are viewed as central parts of phenomena (Barad [<reflink idref="bib8" id="ref60">8</reflink>], p. 125) the Western idea of time, matter and space as pre-existing entities are scrutinised (Barad [<reflink idref="bib7" id="ref61">7</reflink>]). Space is described as enactments of boundaries <emph>of</emph> space which marks what is excluded/included from coming to matter. Time is viewed as an ongoing and enfolded present, past and future (Barad [<reflink idref="bib7" id="ref62">7</reflink>]), described by the feminist scholar Carolyn Dinshaw ([<reflink idref="bib16" id="ref63">16</reflink>]) as coexistence of different time frames. Finally, human and non-human bodies and matter are seen as both intra-actively produced by and products of the phenomena they are part of.</p> <p>In this study, material arrangements such as a cup of tea, contraceptives, the curriculum, text projected on the board at the front of the class are central when sexuality education is produced "via entangled human and non-human intra-actions" (Allen [<reflink idref="bib3" id="ref64">3</reflink>], p. 136). Since not only materiality but also temporality and spatiality are acknowledged in the Bardian concept spacetimematter, imaginary space and time travellings within the classroom have also been of interest in the investigation. Sexuality education is, in this study, therefore regarded as a collective practice (Krebbekx [<reflink idref="bib27" id="ref65">27</reflink>]) which also involves nonhuman encounters (Allen [<reflink idref="bib4" id="ref66">4</reflink>]).</p> <p>Allen ([<reflink idref="bib4" id="ref67">4</reflink>]) has further used Sharon Todd's theorising and calls for a sensuous pedagogy to elaborate on new becomings of sexuality education. Here, breathing is used as an embodied and material metaphor to inspire new thoughts. To breathe new life into Swedish Natural Science sexuality education, analysis of data focuses on spatial, temporal and material events with the potential to encounter binarism differently and the possibility to produce new becomings of teaching.</p> <hd id="AN0179949790-6">Responsibility in sexuality education research</hd> <p>According to the ethico-onto-epistemology proposed by Barad ([<reflink idref="bib7" id="ref68">7</reflink>]), ethical considerations are central in research. For example, the emphasis on responsible science stresses the need for accountability in scientific practices (Barad [<reflink idref="bib6" id="ref69">6</reflink>]). In this study, accountability has concerned itself with difficulties in navigating ethics in school-based sexuality education. Ollis, Coll and Harrison ([<reflink idref="bib32" id="ref70">32</reflink>]) have written about the somewhat unethical practice of being invited into the classroom while also producing research that is critical of teachers' work. However, through our collaborative approach, we as researchers are also part of and responsible for the results, and by focusing on possible becomings of Swedish sexuality education, this study contributes with a perspective that goes beyond mere critical and evaluative modes.</p> <p>The study is part of a four-year research project, partly financed by the Swedish Research Council. The project engages five researchers and five secondary schools and has an interdisciplinary and practice-based objective with regard to sexuality education. We followed standardised ethics processes (Swedish Research Council [<reflink idref="bib52" id="ref71">52</reflink>]) and data protection regulations (The European General Data Protection Regulation [<reflink idref="bib17" id="ref72">17</reflink>]), meaning that the study has been approved by the Swedish Ethical Review Authority [Dnr 2020–00823]. Teachers and students have been informed orally and in writing about ethical guidelines and confirmed their participation via consent forms. If students were not yet aged 15, their legal guardians also had to approve their involvement.</p> <hd id="AN0179949790-7">Sexuality education research in a Swedish secondary school</hd> <p>This study focuses on one of the five schools in the larger research project. A team of thirteen teachers with a variety of subject-specific competencies and thirty-three 15–16-year-old students from two classes in year 9, agreed to participate in research. This school, like many secondary schools in Sweden, is organised into interdisciplinary teacher teams responsible for teaching a specific grade. The collaboration with the teacher team was further based on six educational dilemmas regarding Swedish sexuality education, identified by the researchers. These dilemmas are about (<reflink idref="bib1" id="ref73">1</reflink>) tensions between the teaching of value-based and fact-based knowledge, (<reflink idref="bib2" id="ref74">2</reflink>) danger and pleasure perspectives, (<reflink idref="bib3" id="ref75">3</reflink>) challenges with the knowledge area coming into being as interdisciplinary, (<reflink idref="bib4" id="ref76">4</reflink>) adopting a norm conscious approach, (<reflink idref="bib5" id="ref77">5</reflink>) schools needing to have a plan for teaching, and (<reflink idref="bib6" id="ref78">6</reflink>) how to involve students in teaching. Much of our data related to these dilemmas.</p> <p>However, with our background in science education, we have chosen to focus only on the becoming of Natural Science sexuality education. This investigation was made possible by four participating science teachers and the opportunity to follow teaching in two Biology classes. Three science teachers usually shared the teaching of Natural Science but this year the school had decided to try a different configuration where the teachers taught only one of the subjects each. The fourth teacher, who also specialised in Physical Education (P.E), taught only this subject. Consequently, while all four teachers participated in discussions during the several teacher–researcher meetings which took place during a semester, only one of them was followed in class.</p> <p>Most of the data for this study were produced in discussions between the science teachers and authors, but also with other teachers at the school. Data sources also include a planning meeting between one of the science teachers and the authors, and two lessons on Natural Science sexuality education. While we actively engaged in discussions during the meetings, it was science teacher 1 who designed the Natural Science sexuality education lessons. Research participation resulted in notes and three hours of audio-recordings which were transcribed verbatim.</p> <p>The software programme MAXQDA 2020 for qualitative and mixed methods was used in the initial analysis of data. The first sorting was based on what the teachers and students discussed regarding Natural Science sexuality education. It not only confirmed the medical and risk-oriented premise described in our introduction but also the difficulties with involving students in teaching (see Swedish Schools Inspectorate [<reflink idref="bib54" id="ref79">54</reflink>]). A common method at this school for ensuring students' involvement was to invite them to anonymously post questions on paper or digitally. However, since we presented these tensions as six educational dilemmas regarding sexuality education, the in-depth analysis concerns itself with the conversations which arose when the science teachers addressed some of these dilemmas. Here, spacetimematter is a key analytical concept.</p> <p>Although Swedish and Nordic sexuality education has been accused of a medical perspective bias towards "(s)exually transmitted diseases and contraceptives" (Swedish National Agency for Education [<reflink idref="bib47" id="ref80">47</reflink>], p. 157), the Agency also wants Swedish secondary Biology education to be about "(h)uman reproduction, sexuality and identity as well as the topics of relationships, love, responsibility, consent and reciprocity" [our translation] (Ibid p. 157). Some of these aspects of sex and sexuality were also present in the previous curriculum (Swedish National Agency for Education [<reflink idref="bib49" id="ref81">49</reflink>]) so our interest in the intra-activity of these perspectives is also grounded in policy. The extract from the Biology syllabus (above) is a further help in outlining what we, in this study, mean by the entanglement of perspectives. To us, anatomical, reproductive and preventive content ought not to be separated from its broader social context in teaching. Natural Science sexuality education rather has the potential to enable conversations on, for example, gendered virginity, the myth of the hymen and contraceptive responsibility, among other topics (see Planting-Bergloo, Orlander Arvola and Jakobson [<reflink idref="bib39" id="ref82">39</reflink>], [<reflink idref="bib38" id="ref83">38</reflink>]).</p> <hd id="AN0179949790-8">New becomings of Natural Science sexuality education</hd> <p>To further outline the specific setting of this study, the science teachers explained—in discussions with us—that Biology teaching in grades 7 and 8 was about sex organs, menstruation and pregnancy, while grade 9 teaching was to include two lessons on contraceptive methods and STIs. During the first lesson, a relational case was presented and discussed as an introduction to a practice-based activity on how to use a condom and dental dam. In the second lesson, student groups were assigned to search for and present fact-based information on STIs to each other. However, with regard to the aims and question of this study, the lesson on STIs has been left out of the analysis. Each lesson was further conducted in the two classes participating in the research.</p> <hd id="AN0179949790-9">Engaging students in the production of sexuality education</hd> <p>This study's first encounter with sexuality education was when the Biology teacher (science teacher 1) introduced sexuality education to the students through story telling in the first part of the two lessons on sexuality education; it was also the first time the teacher had met this particular group of students. The teacher thought that sexuality education would be a way to make Biology "fun and joyful"and was "a good transition into genetics", enabling the class to "talk in more detail about what happens". We, the authors, were invited to the Biology lessons that took place, in our eyes, a regular science classroom with a periodic table on the wall, the teacher's desk by the white board, a projector and benches arranged in group formation. As the students entered the classroom and the class started, the students were asked to group themselves according to the teacher's instruction before data generation began. We positioned ourselves, our recording devices and notebooks in the two groups of students who had agreed to participate in our research. The group we will encounter in analysis included four students. We did not ask for their gender identity but two of them had women-coded clothing or hairstyles and the others men-coded. When the students had sat down, the teacher started reading a case aloud and with empathy. The case was also projected on the white board:"So, you are five years in the future. Where are you in five years? This is quite a long time in the future. You have, for example, finished upper secondary school. This evening you have been to a party and have gone home with someone who you think is the partner of your dreams to have a cup of tea."</p> <p>A student interrupts the teacher: "To have a cup of tea?" [giggles].</p> <p>The science teacher answers: "Yes, to have a cup of tea", and then continues with the story:"You've met a couple of times before, you may have attended the same school, and you've been checking this person out for quite some time now, so it's quite exciting. However, you don't know each other very well. After finishing tea, this partner suggests that you move into the bedroom, and insinuates that there might be some sex involved. How you interpret this is up to you. There are signals—for example, glances, and so on. Okay? You understand that this is now happening. This is it! Since its the partner of your dreams you, of course, feel keen—but you quickly ask where the bathroom is so that you can gather your thoughts. This [proposal] came a little hastily after all. Once in the bathroom, you sit down, take a few deep breaths and think about what you are going to do now".</p> <p>The teacher's story, also projected on the board in the front of the classroom, materialises how Natural Science sexuality education can include discussions on relationships (see Swedish Schools Inspectorate [<reflink idref="bib54" id="ref84">54</reflink>]). Here, space, time, and matter are central as the students are asked to consider what might happen five years from now and shift their temporal and spatial position from the classroom to an imagined future party. At the party, flirting is further materialised in the form an invitation to a cup of tea. The tea drinking situation brings yet another temporal and spatial transition, to an unfamiliar apartment where one could end up in the bedroom and possibly in a material bed. The teacher's use of the word "partner" can further be regarded as an enforcement of the norm-critical pedagogy common in Swedish schools, described in our introduction. The teacher's invitation to the students, to "take a few deep breaths" in the bathroom to consider the consequences of possible sexual activity resonates with Louisa Allen's ([<reflink idref="bib4" id="ref85">4</reflink>]) call for research to "breathe new life" into sexuality education which has inspired the title of this paper. Although the case itself could be analysed further, we will shift to how it intra-acted with the students. The following conversation is from one of the recorded student group discussions that followed the story:</p> <hd id="AN0179949790-10">S1:</hd> <p>Yes, so, different thoughts.</p> <hd id="AN0179949790-11">S2:</hd> <p>Number one, you should check in on yourself. If you feel like, damn, it's a bit frowsy, may you clean yourself.</p> <hd id="AN0179949790-12">S1:</hd> <p>Yes, exactly. You get ready...</p> <hd id="AN0179949790-13">S2:</hd> <p>You get ready.</p> <hd id="AN0179949790-14">S3:</hd> <p>You get ready.</p> <hd id="AN0179949790-15">S2:</hd> <p>... and then you think: Would this moment, would it happen if we were both sober? Would the same...</p> <hd id="AN0179949790-16">S1:</hd> <p>Yes, but you are both sober!</p> <hd id="AN0179949790-17">S3:</hd> <p>Huh?</p> <hd id="AN0179949790-18">S1:</hd> <p>They were drinking tea!</p> <hd id="AN0179949790-19">S3:</hd> <p>Yes, but haven't you had alcohol if you've been to a party?</p> <p>[...]</p> <hd id="AN0179949790-20">S4:</hd> <p>So you also have to think whether you want to do it, sober or not? If you can do it.</p> <hd id="AN0179949790-21">S1:</hd> <p>What are the consequences!</p> <hd id="AN0179949790-22">S2:</hd> <p>Yes, exactly. I would probably also think about who this person is. If you have heard a lot of crap about this person, like...</p> <hd id="AN0179949790-23">S1:</hd> <p>Then it might not be so good to do it.</p> <hd id="AN0179949790-24">S2:</hd> <p>No exactly! Or something like, yes, she's kind of with a guy or something. Or if she's in-between, like, or breaking up with someone or some shit.</p> <p>Space, time and matter turned out to be active elements in helping the students to grapple with the imagined relationship and potential sexual situation. For example, the spatial position "bathroom", presented by the teacher as a space for gathering one's thoughts, was first a space where one could "check in on yourself", "clean yourself" and "get ready" for sex if you felt a bit "frowsy". The bathroom then reverted back being a space for respite as the discussion materialised how alcohol consumption might influence the decision to have sex. Here, there was a confusion among the students as to whether the persons involved had been drinking alcohol or tea. Although the teacher had emphasised a future non-alcoholic tea drinking situation, the students came to question whether the sexual act would still occur if the persons involved were sober. To return to the present, according to a study among visitors to Stocksholm youth health clinics, almost 75% of the 15–27 year-old informants had had sex when they were under the influence of alcohol and 38,4% reported that they drink alcohol to give them the confidence to pick someone up (Strandberg and Kvillemo [<reflink idref="bib45" id="ref86">45</reflink>]). The study and student conversation provide us with the hint that alcohol might be an important influence in sexual situations and that this might need to be addressed in teaching.</p> <p>With this student group, the teacher's reference to tea drinking and what such a suggestion might insinuate is unclear. To a certain age group (for example, the teacher and authors), the offer of a cup of tea may well signal romantic interest in a person when suggested as a late evening activity. So, the metaphor "tea drinking" can further be seen as a time-travel, but to a time when the teacher, and the authors, were young(er). However, this mode of flirting seemed terribly outdated to the students and one of them questioned "a cup of tea" with a giggle during the teacher's introduction.</p> <p>Finally, a discussion about reputation came into being. First, reputation was materialised in a general manner via the comment, "if you have heard a lot of crap about this person" and problematised a person's relationship status. Then the gender-neutral word "partner" turned into a gendered "she". Hence, the conversation not only suggests that teaching should problematise sexual reputation in terms of gender but also the fact that reputation can travel in time and space and what can be done about rumour-mongering. All in all, the teacher chose to use a futuristic case to avoid making the discussions too personal but still close to the students' realities.</p> <p>The science teacher's storytelling and subsequent student discussions echoes the results of a recent Norwegian study where students requested that teaching include real-life scenarios and engage in topics and situations of relevance to them (Helbekkmo, Trengereid Tempero, Sollesnes and Langeland [<reflink idref="bib22" id="ref87">22</reflink>]). According to Leanne Coll, Mary O'Sullivan and Eimear Enright ([<reflink idref="bib15" id="ref88">15</reflink>]), Australian students have also requested that teaching engage their interests and concerns, while students in a Dutch study highlighted the importance of a safe classroom atmosphere and a teacher aware of the social dynamics coming into being when sexuality education is enacted (Cense, de Grauw and Vermeulen [<reflink idref="bib13" id="ref89">13</reflink>]). In our case, the science teacher gave the students an opportunity to develop the scenario to include a variety of topics that might be of relevance to them, some of which were also later discussed with the rest of the class (see Swedish Schools Inspectorate [<reflink idref="bib54" id="ref90">54</reflink>]). The students could also choose the extent to which they were involved and their active engagement might have been due to the safe and accommodating atmosphere, as shown in the excerpt—there was laughter and students appeared to feel unimpeded by the presence of researchers and recording equipment. The atmosphere might also have been due to the teacher's warm and welcoming manner. This was, after all, the first lesson this particular group of students had with the teacher, although they might have encountered him elsewhere in teaching. For those not familiar with Swedish schools, they are not particularly formal. Students and teachers address each other by their first name and there is no school uniform.</p> <p>However, questions have also been raised regarding the extent to which sexuality education's broader aims should be defined by students (Coll, O'Sullivan and Enright [<reflink idref="bib15" id="ref91">15</reflink>]). This criticism considers the adult-defined, historical and primary purpose of sexuality education, which is behavioural change among students (Wight [<reflink idref="bib56" id="ref92">56</reflink>]), and which we have described as the exercise of biopower elsewhere (Planting-Bergloo, Orlander Arvola and Jakobson [<reflink idref="bib39" id="ref93">39</reflink>]). While sexuality education ought to challenge existing social inequalities such as gender inequality, racism and homophobia, it is not given that education based on students' suggestions would necessarily achieve these aims. Allowing students to take the lead might instead reproduce inequalities and exclusions (Allen [<reflink idref="bib1" id="ref94">1</reflink>]). Students often struggle to simultaneously understand both their current and future needs (Wight [<reflink idref="bib56" id="ref95">56</reflink>]), are critical to the possibilities offered by school-based sexuality education, and have limited ability to rethink sexuality education, which awakens further questions about the extent to which their suggestions should be acknowledged (Coll, O'Sullivan and Enright [<reflink idref="bib15" id="ref96">15</reflink>]). Students' views also often reproduce the wider cultural contexts and social norms of sexuality (Allen [<reflink idref="bib1" id="ref97">1</reflink>]), in this study exemplified by reputation being regarded as a gendered phenomenon.</p> <p>In this classroom-based conversation, student participation and discussions about relationships were foregrounded in sexuality education. Since the case-based discussions were followed by a more fact-based, yet hands-on activity—on how to put condoms on penis mock-ups and discussions on the use of dental dams—presented as valuable knowledge were the students to end up in the bedroom, the lesson not only put the more medical aspects into context but also invited students to participate and negotiate the teaching in-situ. Debbie Ollis, Leanne Coll and Lyn Harrison ([<reflink idref="bib32" id="ref98">32</reflink>]) have stressed the need for research to "desire" sexuality education "differently" and to challenge the prevailing danger perspective. The next conversation therefore engages in thinking differently about the danger approach in sexuality education.</p> <hd id="AN0179949790-25">Including pleasure in sexuality education</hd> <p>Part of the six educational dilemmas discussed with the participating teachers at the beginning of the research collaboration, was the tension between danger–pleasure perspectives in their teaching. In the next conversation, which took place a few months before the lesson just described, the teachers discuss how the danger perspective is central in Natural Science sexuality education:</p> <hd id="AN0179949790-26">Science teacher 2:</hd> <p>In any case, I feel that I talk too little about desire, more about risk only, but if I think about it a little, desire can be a very good input to what each and every one wants from it all, and then you can move into the other parts as well, so to speak.</p> <hd id="AN0179949790-27">Science teacher 1:</hd> <p>If one wants to get to this.</p> <hd id="AN0179949790-28">Science teacher 2:</hd> <p>Yes, first think about what it is that I want, what sex means to me. What would I like to get out of it? Because most or many [of the students] have not had any type of sexual relationship in the 7th or 8th grade. Only a few have.</p> <hd id="AN0179949790-29">Auli (author):</hd> <p>What is the average age? Statistically, it is 16 years old.</p> <hd id="AN0179949790-30">Science teacher 2:</hd> <p>Yes, exactly. That's where they are at and they need to consider that, rather than the opposite. The things that they see in the media all the time [...]. I need to reconsider a bit here since I focus very little on desire. The joyful things. One has mostly taught contraceptives—don't get pregnant. You must use a condom to avoid getting diseases and so on and so forth. This is a different approach to what I've used before.</p> <hd id="AN0179949790-31">Science teacher 1:</hd> <p>So, you intend to help the students broaden the concept of sex from penetration? Because they often think you only have sex if you penetrate! That there are other things as well...</p> <p>This conversation starts off with one of the science teachers acknowledging the ease with which one falls into risk-oriented perspectives: "I feel that I talk too little about desire, more about risk only". Here too, as in the students' discussions, the conversation moves between different times, places and materialities. Previous times and spaces are invoked when the teacher says, "(o)ne has mostly taught contraceptives—don't get pregnant". The teacher concerned has many years of teaching experience, but is fairly new to this particular school. Accordingly, the teacher has taught sexuality education in several spaces. Different temporalities and spatialities become entangled with materialities as the teacher continues: "(y)ou must use a condom to avoid getting diseases". The teacher acknowledges the missing discourse of desire in their former sexuality education classes and suggests that conversations about desire could awaken in the largely (sexually) inexperienced 13–16-year-old students an interest in materialising what "one wants" from sex before their sexual debut, which possibly will happen in the future. This more sex-positive approach could possibly also awaken student interest to "move into the other parts as well". Here, "other parts" refers to the variety of sexual practices students might have the opportunity to engage in throughout their lives; the other science teacher clarifies below as a means to broaden the concept of sex beyond penetration. The norm among Swedish students of sex as penetration we have problematised elsewhere (Planting-Bergloo, Orlander Arvola and Jakobson [<reflink idref="bib38" id="ref99">38</reflink>]). In sum, these suggestions were in line with how sexuality education in year 9 came into being in practice later—via the case and a material activity on how to use condoms and dental dams. However, teaching could also be further developed to include more discussions on what sex is and what one possibly wants from sex (see Orlander Arvola and Planting-Bergloo forthcoming).</p> <p>The Swedish science teachers' conversation aligns with an extensive body of international research which concludes that sexuality education most often concerns sex-negative messages and the prevention of risk behaviour among adolescents (Lameiras-Fernández, Martínez-Román, Carrera-Fernández and Rodríguez-Castro [<reflink idref="bib29" id="ref100">29</reflink>]). These findings confirm that sexuality education around the world is little more than a state mechanism for reducing unwanted pregnancy and the spread of STIs (Allen [<reflink idref="bib2" id="ref101">2</reflink>]). Accordingly, education is both a cause of and cure for danger (Fields, Gillbert and Miller [<reflink idref="bib19" id="ref102">19</reflink>]). However, <emph>how</emph> teaching can entangle risk with more sex-positive messages must be investigated further. Allen ([<reflink idref="bib2" id="ref103">2</reflink>]) has called for sexuality education to include what we are to become, feel and value, and acknowledge the complex relationship between sexuality, pleasure, desire and danger. This study aims to be a contribution to that call.</p> <p>The missing discourse of desire, also discussed by the science teachers in this study, was first identified in Michelle Fine's ([<reflink idref="bib20" id="ref104">20</reflink>]) groundbreaking work on sexuality education. Recent scholarly work concludes that contemporary public debate, policymaking and research still focuses on sexual danger and argues for the linking of risk to pleasure to make use of the productive capacities of risk (Fields, Gillbert and Miller [<reflink idref="bib19" id="ref105">19</reflink>]). However, pleasure rarely comes into being in classroom practice. If it does, Erica Koepsel ([<reflink idref="bib26" id="ref106">26</reflink>]) describes it too often be framed as genital stimulation or bodily sensation, and privileges male pleasure in relation to reproduction. Students have also considered education on pleasure and sex positivism to be provocative (Allen [<reflink idref="bib1" id="ref107">1</reflink>]). Pleasure and masturbation were, for example, content regarded as too private and inappropriate to be discussed in a school context (Coll, O'Sullivan and Enright [<reflink idref="bib15" id="ref108">15</reflink>]), a matter which we have also discussed elsewhere (Planting-Bergloo and Orlander Arvola [<reflink idref="bib37" id="ref109">37</reflink>]). However, in this study, the science teachers are concerned with how pleasure can become materialised via imagination, to perhaps later be communicated to a partner, but also to serve as an entrance to a more preventive-oriented teaching where prevention becomes content that might be requested by students during an imagined sexual activity. The science teacher's acknowledgment that including a more desire-oriented perspectives in teaching could be important echoes Lamb, Lustig and Graling's ([<reflink idref="bib28" id="ref110">28</reflink>]) emphasis on opportunities to talk about pleasure in relation to good relationships.</p> <p>Sexuality education not only concerns the reduction of unwanted pregnancies and STIs, it also often privileges heterosexuality (Allen [<reflink idref="bib2" id="ref111">2</reflink>]). This is the topic of the next conversation—the becoming of a more than heteronormative sexuality education.</p> <hd id="AN0179949790-32">Including diversity in sexuality education</hd> <p>The final conversation of this study stems from yet another teacher–researcher discussion, where the science and P.E teacher elaborates on possible ways to challenge the often-heterosexual approach in teaching about reproduction:</p> <hd id="AN0179949790-33">Science and P.E. teacher:</hd> <p>I also think that it is important to talk about the non-normative relationship, same-sex relationships. If you are a teenager and feel that, "I like a person of the same sex but how do we have children? Because I want to be a mom or dad or a parent as well. How could that work?" So, I think it's very important to include [in the teaching]. When one talks about reproduction, that it's actually possible to solve in a lot of different places and ways. We have also talked about the legal side of what happens if you have children with someone of the same sex and then you get divorced. What happens when parenting with a new partner? How does it work legally? Such things are also very interesting.</p> <p>In this conversation, reproduction is materialised as a diverse relational, temporal, spatial and bodily phenomenon. Through the comment that it is "important to talk about the non-normative relationship, same-sex relationships", reproduction is first acknowledged as something that can include different types of relationships (or not). Then, teaching may offer students yet another time travel into a future where they could possibly "want to be a mom or dad or a parent". This temporal movement should also include spatial movements since reproduction is "actually possible to solve in a lot of different places and ways". The science and P.E teacher thereby acknowledges that nowadays there are a variety of ways available for same-sex people, and others, to reproduce in Sweden which it has not always been. To adopt children from other spaces or receive help with assisted reproduction, with sperm or an egg from another body, is content that can come to include discussions on relationships, not least when it is materialised in terms of what the law has to say about a futuristic divorce or separation from one's partner(s). The teacher's emphasis on the importance of addressing more than heterosexual perspectives in teaching also has some support in the Biology syllabus, where the concept "human reproduction" enables more than heterosexual perspectives (Swedish National Agency for Education [<reflink idref="bib47" id="ref112">47</reflink>]). This teacher's response is very different from the response of a Swedish Biology education teacher in an earlier study, who dismissed the questions of a secondary student about ways to get pregnant other than sperm into a vagina (Orlander Arvola [<reflink idref="bib33" id="ref113">33</reflink>]) or the Youth Clinics negligent response to a student's curious question about whether men can give birth (Orlander Arvola and Planting-Bergloo forthcoming). This shift could be due to the norm-critical pedagogy that since 2010 has become more common practice in Swedish schools. Hence, the reference and the recent discussion among teachers shows that sexuality education comes into being different in different time frames and spatialities.</p> <p>The science and P.E. teacher's suggestion about how the teaching of reproduction can come into being in more than heteronormative ways resonates with student requests for more LGBT perspectives in teaching—from a survey by the Public Health Agency of Sweden ([<reflink idref="bib41" id="ref114">41</reflink>]). Internationally, there are also calls for acknowledging more than heteronormativity in sexuality education. For example, New Zealand students have requested that teaching address the needs of same-sex-attracted youth and for education to confront homophobia (Allen [<reflink idref="bib1" id="ref115">1</reflink>]), while Dutch students wanted sexual diversity to be integrated into and normalised in sexuality education (Cense, de Grauw and Vermeulen [<reflink idref="bib13" id="ref116">13</reflink>]).</p> <p>Dominant heteronormative perspectives in Swedish sexuality education are also being challenged in other ways. According to a recent study by Junkala, Berge and Silfver ([<reflink idref="bib24" id="ref117">24</reflink>]), LGBT identities and same-sex relationships are nowadays materialised in secondary Biology textbooks—but this stance could be developed even further. Biological perspectives on sex and sexuality are still central, and a deconstruction of binary gender in relation to puberty, genitals and their functionings as well as a shift in focus to descriptions of a variety of sexual practices is needed. The study also revealed a lack of focus on disability and asexuality in the textbooks (Junkala, Berge and Silfver [<reflink idref="bib24" id="ref118">24</reflink>]), reflecting the invisibility of these issues within the wider Swedish society (cf. Allen [<reflink idref="bib1" id="ref119">1</reflink>]).</p> <p>The science teachers in this study offered in-situ examples of how Natural Science sexuality education and medical perspectives can come into being in entanglement with societal context. They also elaborated on possible ways forward for the construction of a non-heteronormative, desire-oriented and student-centred sexuality education. As the classroom example shows, the teacher got the students to talk about sex. What possible implications this might have for Natural Science sexuality education in Sweden and internationally is discussed further in our conclusions, below.</p> <hd id="AN0179949790-34">Conclusions</hd> <p>In this study, space, time and matter intra-activity enabled new becomings of Swedish Natural Science sexuality education and helped to engage students in the teaching. Hence, materialities and imaginary space and time travels can offer students opportunities to develop scenarios to include topics of relevance to them, to control the extent to which they are involved and what they want to share with others. Since the student discussion in this study came to concern how alcohol consumption influences decisions about sexual encounters and also made visible how students linked reputation to gender, it follows that students may want these and related topics to be covered in sexuality education (cf. Helbekkmo, Trengereid Tempero, Sollesnes and Langeland [<reflink idref="bib22" id="ref120">22</reflink>], Swedish Schools Inspectorate [<reflink idref="bib54" id="ref121">54</reflink>]). However, research has also considered whether, if students were to take the lead, they might end up merely reproducing inequalities (cf. Allen [<reflink idref="bib1" id="ref122">1</reflink>])—as they did in the short discussion on gendered reputation. It has also been observed that students display a limited ability to identify both their current and future needs (Wight [<reflink idref="bib56" id="ref123">56</reflink>]), and to think differently about sexuality education (Coll, O'Sullivan and Enright [<reflink idref="bib15" id="ref124">15</reflink>]). This study provides examples of how students and teachers can jointly negotiate and develop teaching in-situ, while still meeting the requirements set out in policy documents (see Swedish Schools Inspectorate [<reflink idref="bib53" id="ref125">53</reflink>]). Here, while the discussions were framed by predictable content such as human reproduction and sexual encounters, it also enabled explorations of relationships, so this approach could be a way forward for the teaching of Natural Science perspectives in sexuality education.</p> <p>The science teachers in this study both confirmed a sex-negative premise in sexuality education (cf. Lameiras-Fernández, Martínez-Román, Carrera-Fernández and Rodríguez-Castro [<reflink idref="bib29" id="ref126">29</reflink>]), and elaborated on how temporal and spatial travellings and material encounters in class can materialise positive sexual encounters in teaching. These suggestions also coincide with the call for more studies on how teaching of positive sexual experiences can come into being (Helbekkmo, Trengereid Tempero, Sollesnes and Langeland [<reflink idref="bib22" id="ref127">22</reflink>]), for example, via discussions on what we value, feel and are to become (Allen, [<reflink idref="bib2" id="ref128">2</reflink>]). If teaching were to start with discussions about sexual relationships, this could serve as an entrance to more preventive-oriented teaching where prevention becomes content that is requested in relation to an imagined sexual activity.</p> <p>Imaginary discussions on how to have sex and "what one wants" were further suggested as ways to broaden the rather narrow definition of sex that is common among students and to work as an entrance into discussions on a variety of sexual practices. These discussions could thereby contribute to inclusion of LGBT perspectives in sexuality education, which students have requested in Sweden (Public Health Agency of Sweden [<reflink idref="bib41" id="ref129">41</reflink>]) and internationally (Cense, de Grauw and Vermeulen [<reflink idref="bib13" id="ref130">13</reflink>]). However, although the teachers made several suggestions on how to challenge a heterosexual bias in Natural Science sexuality education, this study reaches similar conclusions to that of the recent study on Swedish Biology textbooks (Junkala, Berge and Silfver [<reflink idref="bib24" id="ref131">24</reflink>])—perspectives on disability and asexuality in Swedish textbooks are limited, and they were missing entirely in this study. Another finding is that although the teachers acknowledged LGBT perspectives, cultural or religious views on sex and sexuality are still missing from the discourse—if one wants to refrain from sex before marriage, one encounters the implicit educational message that adolescents ought to have sex at some point and therefore need to be prepared.</p> <hd id="AN0179949790-35">Author Contributions</hd> <p>In sum, this study aims to contribute to new becomings of Natural Science sexuality education and to elaborate on how to engage students in teaching. We suggest that space, time and material intra-activity in teaching can help to construct sexuality education in ways that challenge prevailing heteronormative and sex-negative narratives and engage topics and situations that students find relevant.</p> <hd id="AN0179949790-36">Funding</hd> <p>Open access funding provided by Stockholm University.</p> <hd id="AN0179949790-37">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0179949790-38"> <title> References </title> <blist> <bibl id="bib1" idref="ref73" type="bt">1</bibl> <bibtext> Allen L. Examining dominant discourses of sexuality in sexuality education research. International Studies in Sociology of Education. 2007; 17; 1–2: 163-180. 10.1080/09620210701433910</bibtext> </blist> <blist> <bibl id="bib2" idref="ref74" type="bt">2</bibl> <bibtext> Allen L. 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With a background as a teacher, teacher educator, educational consultant, she has become in contact with practice-related issues in the field. 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| Items | – Name: Title Label: Title Group: Ti Data: How Materialities and Space-Time Travellings in Class Can Breathe New Life into Swedish Secondary School Natural Science Sexuality Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sara+Planting-Bergloo%22">Sara Planting-Bergloo</searchLink><br /><searchLink fieldCode="AR" term="%22Auli+Arvola+Orlander%22">Auli Arvola Orlander</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Cultural+Studies+of+Science+Education%22"><i>Cultural Studies of Science Education</i></searchLink>. 2024 19(2-3):481-498. – Name: Avail Label: Availability Group: Avail Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Education%22">Sex Education</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Space+Utilization%22">Space Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s11422-024-10227-1 – Name: ISSN Label: ISSN Group: ISSN Data: 1871-1502<br />1871-1510 – Name: Abstract Label: Abstract Group: Ab Data: In this study, we investigate the phenomenon of Swedish Natural Science sexuality education. These classes tend to provide factual knowledge, focus on the negative outcomes of sexuality, be heteronormative and include little time for discussion--like much school sexuality education across the world--and this study aims to contribute ideas about new becomings of Natural Science sexuality education. Baradian theorising was used to explore how materialities and space and time travels within the classroom can challenge often-dominant perspectives. Data were produced in a secondary school and consist of teacher-researcher discussions and participatory observations in class. A futuristic case introduced students to spaces, times and materialities that not only helped the group move beyond a medical focus but also made the sexuality education more student centred. The participating teachers suggested imaginary lust-oriented scenarios for the 15-16-year-old students as an entrance to more preventive messages in teaching. A taken-for-granted heterosexual premise was also challenged with gender-neutral words and pronouns, an exercise on how to use both condoms and dental dams, and a time travel into future possibilities for reproduction and parenting. The acknowledgement of spacetimematter intra-activity in teaching thereby enabled new becomings of Swedish Natural Science sexuality education. However, although this study suggests how dominant medical and heterosexual perspectives can be challenged, it also made visible the absence of cultural, religious, asexuality and disability perspectives in Swedish sexuality education. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1441102 |
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