Good-quality sexuality education can be effective in reducing sexual health risks, but may also be disconnected from the lived realities of learners' lives and reinforce gendered stereotypes. In line with the trend towards "empowerment" in and through sexuality education, we implemented a pilot sexuality intervention with Grade 10 participants following a rigorous consultation process. Nine weekly group dialogues were held with 11 participants, with 2 follow-up sessions the next year. Freirian principles of critical consciousness and dialogical pedagogy, infused with discursive psychological understandings, were used to foreground gendered/sexual norms and to provide recognition for participants in a variety of gendered and sexual subject positions. Sessions were recorded, the facilitator kept a diary, and participants were asked to evaluate the intervention. The dialogical format of the group generated curiosity and engagement, and some participants took up a "responsible" sexual subject position in a reflexive manner. A partial normalisation of some "hidden" aspects of sex was enabled, and critical consciousness around some gendered inequities was promoted. We argue, first, that it is not so much sexuality "education" that young people need, but sexuality "dialogues," and second, that a discursive psychology framework provides a nuanced and fruitful dimension to Freirean inspired "empowerment" sexuality interventions.