Abstract
Teaching about sexuality causes embarrassment and general discomfort among both teachers and students. This article contends that the subject matter itself causes resistance, as sexuality is inherently transgressive. It is sex that makes sexuality education a challenge. Research has not focused on manifestations of resistance in relation to sexuality education. Limiting sexuality education to the reproductive function – conception, contraception – can be seen as one of the most common forms of resistance. Psychoanalytic theory and its classic concepts of drive and desire can support analysis and understanding of why sex is transgressive and embarrassing, which can hopefully support teachers’ professional expertise, given that sex poses a threat to the teacher’s professional status. Recognising the inherent impossibilities of teaching sexuality is key to any effort to improve sexuality education. The article also offers an explanation for the controversial nature of research on sexuality education.
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