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ERIC Number: EJ828920
Record Type: Journal
Publication Date: 2007-May
Pages: 16
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1468-1811
Pedagogic Discourse and Sex Education: Myths, Science and Subversion
Ivinson, Gabrielle
Sex Education: Sexuality, Society and Learning, v7 n2 p201-216 May 2007
This paper elaborates possibilities and limitations for sex education in schools by mapping the consequence of introducing the topic "sex" within a range of scientific and informal discursive settings. The organising and regulating structures of the school maintain the boundaries between common-sense and scientific discourses. Bernstein made a distinction between vertical discourse and horizontal discourses. Vertical discourses characterise scientific discourses that are coherent, explicit and systematically principled structures. Horizontal discourses characterise common-sense discourses that are local, segmented and context-dependent. The implications for teaching sex education through vertical discourses such as science, English and art as opposed to personal and social education, which is a horizontal discourse, are discussed. Yet, all discourses are unstable, and the notion of a "tipping point" is introduced to demonstrate the potential for sex education when vertical discourses collapse. (Contains 1 note.)
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 - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A