Trans* 'Escrevivências' as power
Federal University of Sergipe, Brazil
In this text, I discuss a gender analysis stemmed from the movement of trans* Escrevivências. I reflect on the development of a trans* epistemology, developed from its existences, experiences, knowledge and writing. In the first part of this work, I discuss how trans* writing is a boost for trans* self-knowledge, thus legitimizing new ways of producing knowledge about such subjects from themselves, stimulating me to describe them instead of theorizing about their lives. In the second part, I discuss the emergence of a trans* pedagogy that develops teaching, broadening the representativeness of this knowledge, based on a pedagogical approach based on the principles of teaching as trans* (feminist self-revelation that strengthens/widens spaces of trans* experiments), teaching about trans* (providing exposure to the trans* universe in teaching), and teaching with trans* epistemologies (to say that trans teaching is not only embedded in other practices of knowledge production, it is, epistemological, itself, that is to say, producer of knowledge).
'Escrevivências' is a Neologism coined from the Portuguese words ‘escrever’ (to write) and ‘vivência’ (personal experience acquired during one’s life), implying to write according to one’s personal life, that is, from one’s social, racial and gender perspective.
Can Porn Literacy Mitigate Undesired Effects Of Mainstream Pornography?
Radboud University, Netherlands, The
Many adolescents see porn before making own experiences or having valid information about sex (Sun, Bridges, Johnson, & Ezzell, 2016). The media is theorized as socializing agent, which cultivates people’s perception of reality (Gerbner et. al. 2002).
Understanding the gap between media representation and reality is conceptualized as media literacy (Potter, 2013) and media effects research has called for "porn literacy" education.
This study tests if a porn literacy intervention mitigates undesired effects of porn (body dissatisfaction, sexist attitudes and negative attitudes towards condoms). After exposure to mainstream porn, the control group is expected to score higher on the undesired effects than the experimental group which receives a porn literacy intervention, delivered in the form of a short video about pornography production. The control group receives a matched video.
Stronger effects are expected for people with few or no sexual experience and high physiological arousal during exposure, in line with dual process theories.
A 2 (Intervention) x 2 (Gender) between factorial experiment is designed. Body dissatisfaction is assessed through the non-verbal contour drawing rating scale (Thompson & Gray, 1995). Sexist attitudes are measured explicitly (Glick & Fiske, 1996) and implicitly using an Implicit Association Test (Greenwald, McGhee, & Schwartz, 1998). Attitudes towards condoms are assessed with an IAT (specifically developed for this purpose) and explicitly (Sakaluk & Gillath, 2016): Participants indicate on a 7-point scale how they would feel about using a condom every time they intercourse.
Sexual experience is assessed with a self-report scale (Peter & Valkenburg, 2010). Arousal is measured via pupil dilation (Rieger et al., 2015) allowing for gender-universal comparisons. Participants are 120 students (18-25).
Talking About Contemporary Art And Sexuality In Prison: Which Pedagogies For An Emancipatory And Inclusive Conversation?
Loughborough University, United Kingdom
Among many workshops held in French prisons about healthcare or job search, art mediation can be perceived by prisoners as another “civilizing” step in a rehabilitation program. When the chosen artworks revolve around feminism and sexuality, male detainees are even more prone to suspect that they are going to be told how to behave. The control of sexuality is an important coercive aspect of carceral power. Talking about sex can be a powerful emancipatory tool for prisoners to open-up about their emotional states and to be considered as whole beings in charge of their sexual needs. How can educators step out of the educational and make possible a space of equality when talking about sexuality? How can rules around notions of consent, role-play or offence be negotiated collectively to avoid any form of depreciation?
This paper will reflect on workshops that I conducted in 2017-2018 with prisoners around the series Ma collection de proverbes [My collection of proverbs] (1974) by artist Annette Messager from the 49 Nord 6 Est – Frac Lorraine collection. Composed of thirty proverbs about women, this artwork not only questions sexism, but also French identity and whiteness. To acknowledge such a spectrum, I used intersectional positionality. This methodology views gender, race and class as markers of relational positions rather than essential qualities. Power relations are analysed as changing depending on the situation and can be confronted along the way rather than ignored. Only then can sex talks be envisioned as radical spaces to dismantle sexism from an inclusive perspective.
Teachers' Experiences of Delivering RSE Programme in Irish Second Level Schools
Dublin City University, Ireland
This paper reviews the meanings and understandings teachers give to delivering Relationships & Sexuality Education (RSE) programme in Irish second level schools which was part of a larger study incorporating all stakeholders. 96 people participate of which there were 22 teachers. The methodology for the study was hermeneutic phenomenology, which concerns itself with the meanings and understandings that participates give to a particular phenomenon as lived.
The findings revealed that all teachers are comfortable with their curricula subject for example, Mathematics, French, English and/or Religion. Most participants in this research spoke of the diversity of knowledge amongst first year students. Teachers could not have expectations of prior knowledge amongst the student cohort rather they thread a fine line between those who were knowledgeable and those who were not. They had to be mindful of the needs of all students present and also bring those with less knowledge to a place of understanding.
A key factor that emerged from the teachers was their expressed need to develop trust with the students, which enabled them to deliver a student, centred the RSE programme irrespective of the patronage or ethos of the school. The gender mix of the student body did not have a significant impact on how the teachers reflected upon their experiences. Teachers get on with the task in hand to the cohort of students in front of them. Many teachers spoke of the need for either initial training to undertake the RSE programme which renders them unsure of the content and their ability to teach it.