Abstract
Abstract
This chapter examines queer theoretical ideas in relation to English school policy and practice in relationships and sex education. It first analyzes the policy context for teaching about sexuality, with the statutory Relationships and Sex Education guidance of 2019 replacing previous guidance dating from 2000. It then uses queer theoretical, sociological, and psychological work to explore and unsettle the notion of childhood innocence and examines uncertainties around knowledge being “age appropriate.” It goes on to discuss the broad shift from a sole focus on antihomophobic education to an approach that seeks to challenge heteronormativity in schools. Finally, it offers up the potential of a queer sexuality education as one that embraces diversity, recognizes uncertainty and complexity, and enables wider possibilities for children.
Publisher
Oxford University PressNew York
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