GSWS 2163 - Week 1
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
📚 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.
🌟 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
💡Universal Definitions
💡Sex Education
💡Gendered Phenomenon
💡Sex Positivity
💡Sexual Epistemologies
💡Power Dynamics
💡Feminist Queer Theory
💡Discomfort and Disgust
💡Asexuality
💡Curriculum
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.
Transcripts
all right so we're back for part three
as promised um of of this week's um
series of little
lectures
um so in uh the chapter by Christina
Gupta and I promise you that I will
pronounce literally every single um one
of our author's names wrong so
um I'll do my best but I promise you
that I probably will do that um in her
chapter titled what is a sexual act one
of your assigned readings this week she
considers whether anything truly
Universal can be observed about sex um
in other words is there's something that
we can all agree upon that exists that
makes something sexual that once you add
it into a certain situ situation or
experience or dynamic that sex then is
definitionally there um in order to
consider whether any universal
definitions of sex exists she considers
a variety of
tactics um by those who have tried to
Define sex um have employed for example
um she wonders and explores you know do
we Define sex by goals and
objectives as in goals of reproduction
or goals um like the pleasure of an
orgasm you know for some people sex
really isn't sex if there is an absence
of an orgasm for some pleasure is
Paramount in sex um sometimes this is a
very gendered phenomenon which we'll get
into later in the course for others sex
is about reproduction and pleasure is
something that can get in the way of
that goal so thinking philosophically
about sex is important within the
context of a course on sex
education because what is considered sex
or not can dictate what makes its way
into sex education
curriculum if you grew up in a society
for example where vaginal uh penal
insertive sex was considered the leading
definition of sex then you grew up in a
society where lots of other types of sex
were omitted in sex education
curricula if you grew up in a society
where only heterosexual bodies or
non-disabled bodies were featured in sex
education curricula then again you grew
up in a society where not only
misinformation regarding sex and
sexuality existed but a severe lack of
information and representation all
together um was happening so so my point
here is that this is more
than um a sexual problem this is a
political
problem in the other article assigned
for this week in the Journal of
sexuality and culture the authors
introduce us to the concept of sex
positivity this article is interesting
and helpful not only because it explores
popular sources of sexual information
and beliefs amongst emerging adults but
also because sex positivity is an
interesting concept to consider at the
start of this course we'll discuss sex
positivity in Greater detail in next
week's lectures specifically when we
consider histories of
sexuality and sex education that were
very sex negative but as you are
engaging with this week's material I
want you to consider what the
Contemporary mainstream encouragement
and imperative to be sex positive is all
about and where it's coming from to
really kind of consider what that is um
what's causing it and what it
means as you're reflecting on sexual
epistemologies and considering who or
what were your own early sources of
sexual knowledge try also thinking about
your current sexual sources of
knowledge um or your current sources of
sexual
knowledge who or what teaches you about
sex right
now um is sex important to you right
now and if it is why are you interested
in
it and you may not be interested in it
at all um and we will spend a great deal
of time on
asexuality
um and you know wondering what that is
and what that does for subjects um later
in this course
um so one final thing I want you to
consider and reflect on as you kick off
this course um is is about
power like sex itself teaching and
learning about sex are experiences rif
with fluctuating power
dynamics um as I mentioned earlier this
course uses feminist queer and
psychoanalytic theoretical Frameworks to
analyze these power Dynamics so if
feelings of discomfort or disgust emerge
at any any point for you during this
course if you just feel yourself
squirming either figuratively or
literally don't shy away from these
feelings sit in them for a bit and
really um do the work to try to consider
what's behind these feelings or or
what's animating them and remember this
course is going to keep keep circling
back to these two major questions um
these two major questions are what are
going to be our our anchor throughout
this course and they are um and they're
in the syllabus but they are who wants
us to know what about sex and why and
two what's valuable about sex
education all right I think that's all
for now everyone and I'm going to leave
it there this week um again um the
lectures will will pick up and become a
bit more
intensive um theoretically but also um
in detail and length and Analysis so you
know we're we're easing into this course
but but get ready buckle up um um and I
will catch you all next week take care
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