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Afterword: Engaging with Theories in Practice in the Sexuality and Relationships Education Classroom – Some Ways Forward

  • Kathleen Quinlivan
Chapter
Part of the Palgrave Studies in Gender and Education book series (GED)

Abstract

The Afterword acknowledges the complexities of engaging with theories in practice in the sexuality education classroom, and considers some ways in which the challenges can be negotiated. I outline the understandable reasons that theory has been seen as largely irrelevant for schooling and classroom cultures that continue to maintain a strong practice orientation, and consider the limitations of the divide between theory and practice continuing to be perpetuated. Then I move on to discuss the possibilities of the ways in which contemporary social science theories reconceptualise theories as practice, and consider the possibilities that this re-conceptualisation provides in making more explicit the ways in which all practices are informed by theories, and considering their implications. I suggest that researchers and teachers can work together to experiment with exploring how understanding contemporary theories as everyday practices can be helpful in re-conceptualising sexuality education encounters. In particular I argue that framing theories as practice can recognise and attend to the ways in which diverse young people are learning about sexualities and relationships in their own lives, and exploring pedagogical approaches for engaging with them in classrooms.

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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Kathleen Quinlivan
    • 1
  1. 1.University of CanterburyChristchurchNew Zealand

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