Building Effective Educational and Resistance Movements in K-12 Classrooms
As discussed in previous chapters, the process of addressing sexuality issues in K-12 settings is challenging, especially if one is a teacher committed to activism. There simply hasn’t been much organizing around sexuality rights in these settings. D’Emilio (2003) asserts that bringing up issues of sexuality and the family are like salting a mass wound. Hypocrisy and contradictions are the norm. On the one hand we have 24-hour, coast-to-coast presentations of heteronormative, commodified sex in the form of pornography, unrealistic body images, and objectification of women and children. People view sex as one more thing to purchase, making it quite accommodating to capitalist co-optation. Yet K-12 classrooms are reluctant to initiate discussions about sex so as not to offend parents who are most likely attempting to monitor sex-saturated media through Internet filters and cable blockers. Students are not getting nuanced and informed views about sexuality, to the detriment of their health and well-being. Images of the human body are conflated with indecency, as in public high schools that don’t allow art classes to produce work featuring nudity (Bowman 1999).
KeywordsHate Crime Civil Disobedience LGBTQ Community Identity Tribalism Sexual Oppression
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