Abstract
How might sexuality education respond to cultural and religious diversity? This chapter seeks to conceptually reframe what is often presented as ‘the problem of diversity’ for classroom pedagogy. Rather than posit how cultural and religious diversity might be addressed in sexuality education, an ontological shift is proposed in how this diversity is understood. To undertake this work, cultural and religious diversity is rethought through the work of feminist philosophers Sharon Todd and Karen Barad. Specifically, the concepts of ‘plurality’ (Todd) and intra-activity (Barad) are read through each other to experiment with what they might generate for understanding cultural and religious diversity differently.
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Notes
- 1.
That these ideas are ‘new’ is contested. A s Hoskins and Jones (2013) argu e, perceptions of the world as an entangled continuity of the human-natural have always been part of traditional Maori thought in the Aotearoa-NZ context.
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Allen, L., Quinlivan, K. (2018). A Radical Plurality: Re-thinking Cultural and Religious Diversity in Sexuality Education. In: Sexuality Education and New Materialism. Queer Studies and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-349-95300-4_4
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DOI: https://doi.org/10.1057/978-1-349-95300-4_4
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