GSWS 2163 - Week 1

Gary Lee Pelletier

11 Sept 202406:59

Summary

TLDRIn this third installment of a weekly lecture series, the discussion delves into the complexities of defining 'sexual acts' and the implications for sex education. Christina Gupta's chapter questions the universality of sex, exploring whether it can be universally defined or if it varies by cultural, gendered, and personal perspectives. The lecture also introduces 'sex positivity,' a concept that challenges traditional sex-negative education and encourages a more open and inclusive dialogue about sexuality. The course, underpinned by feminist, queer, and psychoanalytic theories, encourages students to reflect on their own sexual knowledge and the power dynamics inherent in sex education, prompting critical examination of societal norms and personal beliefs.

Takeaways

📚 The lecture explores the concept of defining a sexual act and whether any universal definition exists.
🔍 Christina Gupta's chapter questions if there is something universally agreed upon that defines sex in all contexts.
🎯 Different tactics for defining sex are considered, such as goals of reproduction or the pleasure of an orgasm.
👥 The definitions of sex vary for different people; for some, orgasm or reproduction may be central to the definition.
🏫 Definitions of sex can influence sex education curricula, including what is included or omitted.
🌍 Societal norms impact how sex is taught, often omitting non-heterosexual or disabled bodies from the conversation.
⚖️ This issue is not just sexual but political, as it relates to representation and access to information.
💬 The concept of sex positivity is introduced, which will be explored in more detail in future lectures.
🤔 The course encourages students to reflect on their early and current sources of sexual knowledge.
💡 Power dynamics are key in teaching and learning about sex, and students are urged to explore feelings of discomfort when they arise.

Q & A

What is the main topic of Christina Gupta's chapter discussed in the lecture?
-The main topic of Christina Gupta's chapter is the exploration of whether there is anything truly universal that can be observed about sex, and if there is a definitional aspect that makes something sexual.
How does the definition of sex vary based on goals and objectives as discussed in the lecture?
-The lecture discusses that sex can be defined by different goals and objectives, such as reproduction or the pleasure of an orgasm. For some, sex is not considered complete without an orgasm, while for others, reproduction is the primary goal and pleasure might be secondary or even a hindrance.
What is the significance of defining sex in the context of sex education curriculum as mentioned?
-The definition of sex is significant in sex education curriculum because it determines what types of sexual activities and information are included. If certain types of sex are not recognized, they are often omitted, leading to a lack of information and representation.
Why is the concept of sex positivity important at the start of the course?
-Sex positivity is important at the start of the course because it introduces a contemporary mainstream approach to sexual information and beliefs, which contrasts with historically sex-negative education. It sets the stage for discussing the evolution of sexual education.
What does the lecturer suggest students reflect on regarding their sources of sexual knowledge?
-The lecturer suggests students reflect on their early sources of sexual knowledge and consider their current sources, pondering who or what teaches them about sex now, and why sex might be important to them.
How does the concept of asexuality fit into the course's discussions?
-Asexuality is a topic that will be explored later in the course to understand what it is and how it impacts subjects, contributing to a broader understanding of sexual diversity and experiences.
What role do power dynamics play in teaching and learning about sex, according to the lecture?
-Power dynamics play a significant role in teaching and learning about sex, as these experiences are filled with fluctuating power dynamics. The course uses feminist, queer, and psychoanalytic theoretical frameworks to analyze these dynamics.
What advice does the lecturer give for dealing with discomfort during the course?
-The lecturer advises students not to shy away from feelings of discomfort or disgust that may emerge during the course. Instead, they should sit with these feelings and consider what might be causing them.
What are the two major questions that will anchor the course?
-The two major questions that will anchor the course are: 'Who wants us to know what about sex and why?' and 'What's valuable about sex education?'
How does the lecturer describe the progression of the course in terms of intensity and content?
-The lecturer describes the course as starting off with a gentle introduction but warns that it will become more intensive, theoretically dense, and detailed in analysis as it progresses.

Outlines

00:00

📚 Introduction to Sexuality and Sex Education

The lecture begins with an introduction to part three of a series on sexuality, acknowledging the challenge of pronouncing authors' names correctly. The focus is on Christina Gupta's chapter, which explores the universality of sexual acts. Gupta questions if there's a common definition of what makes an act 'sexual.' She examines various tactics used to define sex, such as goals like reproduction or pleasure, and how these can be gendered. The lecture emphasizes the importance of understanding what is considered 'sex' in the context of sex education, as it influences the curriculum and can lead to the omission of certain types of sex or bodies. The instructor also introduces the concept of 'sex positivity' from another assigned article, encouraging students to reflect on its origins and implications. The lecture concludes by prompting students to consider their own sources of sexual knowledge and their interest in sex, with a预告 of upcoming discussions on asexuality and the political implications of sex education.

05:01

🌟 Navigating Power Dynamics in Sex Education

The second paragraph delves into the power dynamics inherent in teaching and learning about sex, suggesting that these experiences are filled with fluctuating power dynamics. The course employs feminist, queer, and psychoanalytic theoretical frameworks to analyze these dynamics. The instructor encourages students to confront any feelings of discomfort or disgust that arise during the course, viewing them as opportunities to explore underlying issues. The lecture concludes with two central questions that will guide the course: 'Who wants us to know what about sex and why?' and 'What's valuable about sex education?' The instructor prepares students for more intensive and detailed lectures in the coming weeks, emphasizing the importance of engaging with the material critically.

Mindmap

Keywords

💡Sexual Act

A sexual act refers to any activity that is considered sexual in nature, often involving physical intimacy or sexual stimulation. In the context of the video, the lecturer explores whether there is a universally accepted definition of what constitutes a sexual act, questioning if certain elements like reproduction or pleasure are necessary for an act to be defined as sexual.

💡Universal Definitions

Universal definitions refer to concepts or ideas that are consistently understood and accepted across different cultures and societies. The video discusses the challenge of establishing universal definitions of sex, as different cultures and individuals may have varying views on what activities are considered sexual.

💡Sex Education

Sex education is the process of providing individuals with accurate information about human sexuality, relationships, and sexual health. The video emphasizes the importance of considering what is included in sex education curricula, as the definition of 'sex' can greatly influence what topics are covered and how they are approached.

💡Gendered Phenomenon

A gendered phenomenon is a social or cultural pattern that is associated with or differentiates between genders. The script mentions that the importance of pleasure or reproduction in defining sex can be a gendered phenomenon, suggesting that societal expectations and experiences of sex may differ for men and women.

💡Sex Positivity

Sex positivity is an approach that embraces and celebrates all forms of consensual sexual expression and seeks to create a culture of open dialogue about sexuality. The video introduces this concept as a counterpoint to historical sex-negative attitudes and suggests that it is an important consideration in contemporary sexual education.

💡Sexual Epistemologies

Sexual epistemologies refer to the ways in which knowledge about sex and sexuality is produced, understood, and disseminated. The video encourages viewers to reflect on their own sources of sexual knowledge and how these sources shape their understanding of sex and sexuality.

💡Power Dynamics

Power dynamics refer to the distribution of power and the way it influences interactions between individuals or groups. In the context of the video, power dynamics are discussed in relation to teaching and learning about sex, suggesting that these processes are not neutral but are influenced by societal structures and power relations.

💡Feminist Queer Theory

Feminist queer theory is an academic perspective that critiques and deconstructs traditional gender and sexuality norms. The video mentions that the course uses these frameworks to analyze power dynamics in sex education, indicating an approach that challenges and questions the status quo.

💡Discomfort and Disgust

Discomfort and disgust are emotional responses that can arise when confronted with challenging or unfamiliar ideas. The video encourages students to sit with these feelings when they arise during the course, suggesting that they can be a gateway to deeper understanding and personal growth.

💡Asexuality

Asexuality is a sexual orientation where a person experiences little or no sexual attraction to others. The video mentions that asexuality will be explored later in the course, indicating that it is an important aspect of the broader discussion on sexuality and sexual diversity.

💡Curriculum

A curriculum is the content and structure of the subjects and topics taught in an educational program. The video discusses how the definition of sex can influence the curriculum of sex education, highlighting the importance of inclusive and comprehensive sexual education.

Highlights

Introduction to part three of a series of lectures on sexual acts and definitions.

Discussion on whether there is anything universally observable about sex.

Exploration of defining sex by goals such as reproduction or pleasure.

Consideration of how societal definitions of sex shape sex education curricula.

The impact of excluding certain types of sex or bodies from sex education.

Introduction to the concept of sex positivity and its sources among emerging adults.

The importance of considering sex positivity at the start of a sex education course.

Reflection on contemporary mainstream encouragement to be sex positive.

Encouragement to think about personal early and current sources of sexual knowledge.

Discussion on the importance of sex and personal interest in it.

Introduction of asexuality and its implications for understanding sexuality.

Emphasis on the political nature of defining what is considered sex.

Use of feminist, queer, and psychoanalytic frameworks to analyze power dynamics in sex education.

Advice on engaging with discomfort or disgust as part of the learning process.

Two major questions to anchor the course: who wants us to know what about sex and why, and what's valuable about sex education.

Anticipation of more intensive and detailed lectures in the coming weeks.

Closing remarks and sign-off for the week.