ABSTRACT

This article analyses the sexuality education curriculum in primary and lower secondary schools in Denmark. Taking inspiration from the ‘what is the problem represented to be?’ approach to policy analysis, we explore how discourses of risk, health, quality of life, sexual diversity and critical pedagogy simultaneously permeate curriculum policy and contribute to the production of particular subjectivities among pupils and teachers. Over time, changing national curricula have moved towards greater centralisation with increased attention paid to learning outcomes rather than to wider educational ideals. An analysis of the current curriculum reveals three sidelined discourses: discourses on pleasure and erogeneity; discourses on LGBTQ+ issues; and discourses on ethnic, cultural and religious diversity. The Danish national curriculum on sexuality education produces two contrasting subject positions: on the one hand, the uninformed pupil in need of protection and, on the other hand, the empowered, responsible and agentic student. Postmodern and critical approaches to sexuality education risk eliminating room for certain subjectivities while opening up space for new forms of agentic norm critical subjectivity.

摘要

本文分析了丹麦中小学的性教育课程。从“代表的问题是什么？”中汲取灵感。在政策分析方法中，我们探讨了风险、健康、生活质量、性多样性和批判性教学法的论述如何同时渗透到课程政策中，并促进学生和教师之间特定主体性的产生。随着时间的推移，不断变化的国家课程已朝着更加集中的方向发展，越来越关注学习成果而不是更广泛的教育理念。对当前课程的分析揭示了三个被边缘化的话语：关于快乐和性感的话语；关于 LGBTQ+ 问题的讨论；以及关于种族、文化和宗教多样性的讨论。丹麦关于性教育的国家课程产生了两种截然不同的学科立场：一方面是需要保护的不知情学生，另一方面是有能力、有责任感和能动性的学生。性教育的后现代和批判性方法可能会消除某些主体性的空间，同时为新形式的代理规范批判性主体性开辟空间。