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ERIC Number: EJ1021743
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1468-1811
How Sex Education Research Methodologies Frame GLBTIQ Students
Jones, Tiffany
Sex Education: Sexuality, Society and Learning, v13 n6 p687-701 2013
The "bullied" gay, lesbian, bisexual, transgender, intersex and otherwise Queer (GLBTIQ) student is a fairly recent figure in the sexuality education research literature. GLBTIQ students have previously been problematised by sex education research in a range of different ways and have been the subjects of varying methodological interventions. This paper explores how the different ways in which GLBTIQ students have been constructed by research, have been to some extent interdependent on the research questions behind the inquiries and the methodologies and methods employed to explore them. To achieve this, the paper draws on a Foucaultian view of research as discursive and the GLBTIQ subject as an entry point for considering different research discourses. It reviews constructions of GLBTIQ students in past, recent and emerging research projects through post-structuralist reflection on the key research reports, studies and peer-reviewed journal articles that have shaped the field of contemporary research. Rather than asserting a dichotomy between sex education research that contributes to constructions of the "deviant homosexual student" and studies that contribute to "bullying victim" tropes, the paper considers both the usefulness and limitations of the many different types of inquiries being pursued and the diverse constructions of GLBTIQ students they offer. Future research approaches for particular contexts and audiences are identified.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A