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SEXUALITY
EDUCATION AND
NEW MATERIALISM
Queer Things
Louisa Allen

QUEER Series Editors

STUDIES & William F. Pinar
EDUCATION Nelson M. Rodriguez,
& Reta Ugena Whitlock
 Queer Studies and Education

Series Editors
William F. Pinar
Department of Curriculum and Pedagogy
University of British Columbia
Vancouver, BC, Canada

Nelson M. Rodriguez
Department of Women’s, Gender, and Sexual Studies
The College of New Jersey
Ewing, NJ, USA

Reta Ugena Whitlock

Department of Educational Leadership
Kennesaw State University
Kennesaw, GA, USA
LGBTQ social, cultural, and political issues have become a defining feature of twenty-first
century life, transforming on a global scale any number of institutions, including the
institution of education. Situated within the context of these major transformations, this
series is home to the most compelling, innovative, and timely scholarship emerging at the
intersection of queer studies and education. Across a broad range of educational topics
and locations, books in this series incorporate lesbian, gay, bisexual, transgender, and
intersex categories, as well as scholarship in queer theory arising out of the postmodern
turn in sexuality studies. The series is wide-­ranging in terms of disciplinary/theoretical
perspectives and methodological approaches, and will include and illuminate much
needed intersectional scholarship. Always bold in outlook, the series also welcomes proj-
ects that challenge any number of normalizing tendencies within academic scholarship,
from works that move beyond established frameworks of knowledge production within
LGBTQ educational research to works that expand the range of what is institutionally
defined within the field of education as relevant queer studies scholarship.

International Advisory Board:

Louisa Allen, The University of Auckland, New Zealand
Edward Brockenbrough, University of Pennsylvania, USA
James Burford, Thammasat University, Thailand
Anna Carastathis, Independent Scholar, Greece
Rob Cover, The University of Western Australia, Perth, Australia
Cindy Cruz, University of California, Santa Cruz, USA
Xinyan Fan, The University of British Columbia, Canada
Anne Harris, RMIT University, Australia
Tiffany Jones, Macquarie University, Australia
Jón Ingvar Kjaran, University of Iceland, Reykjavík, Iceland
Kevin Kumashiro, Kevin Kumashiro Consulting, USA
Alicia Lapointe, Western University, Canada
Máirtín Mac an Ghaill, Newman University, UK
Paul Chamness Miller, Akita International University, Japan
Robert Mizzi, University of Manitoba, Canada
Thabo Msibi, University of KwaZulu-Natal, South Africa
Aoife Neary, University of Limerick, Ireland
Z Nicolazzo, Northern Illinois University, USA
Gul Ozyegin, College of William & Mary, USA
Moira Pérez, University of Buenos Aires, Argentina
Christine Quinan, Utrecht University, The Netherlands
Mary Lou Rasmussen, Australian National University, Australia
Eva Reimers, University of Gothenburg, Sweden
Emma Renold, Cardiff University, UK
Finn Reygan, Human Sciences Research Council, South Africa
Nick Rumens, Middlesex University, UK
Jacqueline Ullman, Western Sydney University, Australia

More information about this series at

http://www.palgrave.com/gp/series/14522
 Louisa Allen

Sexuality Education
and New Materialism
Queer Things
Louisa Allen
Faculty of Education and Social Work
University of Auckland
Auckland, New Zealand

Queer Studies and Education

ISBN 978-1-349-95299-1    ISBN 978-1-349-95300-4 (eBook)
https://doi.org/10.1057/978-1-349-95300-4

Library of Congress Control Number: 2018942896

© The Editor(s) (if applicable) and The Author(s) 2018

This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the
publisher nor the authors or the editors give a warranty, express or implied, with respect to
the material contained herein or for any errors or omissions that may have been made. The
publisher remains neutral with regard to jurisdictional claims in published maps and
institutional affiliations.

Cover image: © Michele Falzone / Alamy Stock Photo

Printed on acid-free paper

This Palgrave Macmillan imprint is published by the registered company Nature America,
Inc. part of Springer Nature.
The registered company address is: 1 New York Plaza, New York, NY 10004, U.S.A.
 For Ken, and all that mattered to him ….
family, friends, generosity, kindness, music, Texas and the All Blacks!
 Acknowledgements

Writing this book has been on my mind for some time and I am so very
grateful to finally have gotten to do it. This opportunity has been made
possible with the granting of Research and Study Leave from the Faculty
of Education and Social Work. For this, I wish to thank my Head of
School, Carol Mutch, and the Dean, Graeme Aitken, for allowing this pre-
cious time to read, think, and write.
Thinking with concepts like intra-action in this book, it has become even
more apparent to me that nothing is ever achieved in isolation. This book
is not and never was mine to write. It is an event that has been inaugurated
by a myriad of relations involving funding from the University of Auckland;
an Early Career Research Excellence Award and the Australian Research
Council; school principals’ support of the research, participating students,
and teachers in schools from Aotearoa-NZ and Australia; project time with
colleagues in Australia and Aotearoa-NZ; and iPads, computers, planes,
conversations at conferences, books, home and work offices, and non-
humans like Coco (our family dog), who has spent many hours by my side
as this book was written. There are also of course things that are not repre-
sentable in language or known to me which have contributed to this work.
Of other entities I know, this book could not have happened without
the unfailing support of its publisher, Palgrave Macmillan, and commis-
sioning editors, Andrew James and Mara Berkoff, who has succeeded him.
Neither could this book have come to fruition without the copy-editing
prowess of Dr Connie Chai, who whips the chaotic manuscripts I send her
into examples of order and precision.

vii
viii ACKNOWLEDGEMENTS

In my anthropocentrism, I cannot help but see people as vital to the

becoming of this book. I would like to thank Mary Lou Rasmussen for her
friendship and the many stimulating conversations we have shared when-
ever we have had the good fortune to be in the same global location.
Thank you also to my many doctoral and masters students and colleagues
Barbara Grant, Vivienne Elizabeth, Nic Mason, Sue Sutherland, and
Claudia Rosaz, whose humour and pearls of wisdom sustain me in the cor-
ridors of academia in small and big ways, every day.
And to Andrew, Otis, Bob, and Lorraine, without each of you not
much else matters.
Versions of chapters from this book have been originally published else-
where. The author and publisher wish to thank the following for their
permission to reproduce copyright material.

Taylor and Francis for material from

Allen, L. (2016). Learning about sexuality ‘between’ home and school’: A

new materialist reading. In S. Dagkas & L. Burrows (Eds.), Families,
young people, physical activity, and health: Critical perspectives (pp. 29–40).
London: Routledge.

Sage for material from

Allen, L. (2015). The power of things! A ‘new’ ontology of sexuality at

school. Sexualities, 8(18), 941–959.

Palgrave Macmillan for material from

Allen, L., & Quinlivan, K. (2015). A radical plurality: Re-thinking cultural

and religious diversity in sexuality education in Aotearoa New Zealand.
In V Sundaram & H Sauntson (Eds.), Global perspectives and key debates
in sex and relationships education: Addressing issues of gender, sexuality,
plurality and power (pp. 115–129). New York: Palgrave.

PKP and the journal Reconceptualizing Educational Research

Methodologies for material from

Allen, L. (2016). Photos of (no)thing: The becoming of data about sexual-

ity at school. Reconceptualizing Educational Research Methodology,
17(1), 1–15.
 Contents

1 Sexuality Education Matters   1

2 New Materialism: An Experiment in Queer Thinking  17

3 The Power of Things! A ‘New’ Ontology

of Sexualities at School  35

4 A Radical Plurality: Re-thinking Cultural

and Religious Diversity in Sexuality Education  57
Louisa Allen and Kathleen Quinlivan

5 Learning About Sexuality ‘Between’ Home and School  71

6 Methodological Matters: The Becoming of Data About

Sexuality at School  85

7 Lessons in Research and Method from Abandoned

Shopping Trolleys 105

8 Never(end)ing: Propositions for Sexuality Education 125

Index 149

ix
 List of Figures

Fig. 3.1 Danny’s picture of the locker room 39

Fig. 3.2 The pink phone 46
Fig. 3.3 Two mobile phones and Hannah 48
Fig. 3.4 Hannah without chin cropped 50
Fig. 3.5 The hand holding the picture of the hand holding the penis 52
Fig. 6.1 Photo of (no)thing 86
Fig. 6.2 Photo of (no)thing 86
Fig. 6.3 Photo of (no)thing 87
Fig. 7.1 Shopping trolley 106
Fig. 7.2 Shopping trolley 110
Fig. 7.3 Shopping trolley 112
Fig. 7.4 Shopping trolley 114
Fig. 7.5 Shopping trolley 118

xi
 CHAPTER 1

Sexuality Education Matters

Sexuality education has always been a queer proposition for schools. Its
queerness lies in the disruption it poses to the traditional academic land-
scape of schooling otherwise peppered with ‘intellectual’ subjects like
maths and science. The Cartesian dualism that structures education ren-
ders schooling the province of the mind (Paechter, 2004), with student
bodies and the messiness of their sexuality an excess to be managed. As a
subject which invokes the body, sexuality education sits low in the aca-
demic hierarchy of important educational knowledge. What makes sexual-
ity education queerer still is that its focus—sexuality—is socially constituted
as private, embarrassing, dangerous, sinful, and potentially pleasurable
(Hawkes, 2004). These associations have shrouded it in longstanding
debates about whether it should be taught, when, by whom, and what its
content should be (Irvine, 2002). Sexuality education’s queerness also lies
in the disruptive potential of these debates to highlight and question con-
ventional binaries between child/adult, innocence/knowledge, danger/
pleasure, homosexual/heterosexual, and cisgender/gender diverse. For
instance, when the appropriateness of content around sex and masturba-
tion is queried for 10-year-olds, an array of dualisms surface, including
child/adult, appropriate/inappropriate, and pleasure/danger. Such con-
tentions render sexuality education a controversial subject which many
parents, teachers, and students prefer to avoid. Like the reception that can
haunt humans who identify as queer, sexuality education endures

© The Author(s) 2018 1

L. Allen, Sexuality Education and New Materialism, Queer Studies
and Education, https://doi.org/10.1057/978-1-349-95300-4_1
2 L. ALLEN

e­ mbarrassed coughs, uncomfortable silences, verbal violences, and a quick

dismissal as conversations hurry away from it.1
Controversies that have historically plagued sexuality education can be
seen to have constrained its development as an innovative curriculum area
and field of research knowledge (Goldman, 2008). Gaining access to
schools and ethical approval to conduct sexuality research is subsequently
often laborious, as some have been made cautious of this work (Allen,
2005; Kehily, 2002). The ‘trouble’ sexuality education can attract also
influences the sorts of issues deemed valuable and possible to explore.
These topics have often been determined and defined by adult agendas
and subsequently pertain to sexual citizenship, for instance issues of sexual
responsibility such as practising safer sex and education around sexual con-
sent. To give students a voice in these debates, some researchers have
spent considerable effort investigating what content they deem valuable
(Alldred & David, 2007; Allen, 2011; Measor, Tiffin, & Miller, 2000).
Subsequently, what should be taught and who should teach sexuality edu-
cation have become regulating foci in this research.
Those who have broadened this agenda to seek justice for students
whose sexual, gender, ethnic, and/or religious identity are omitted or
obscured by schooling have also been caught in what has been described as
a queer research cul-de-sac (Rasmussen & Allen, 2014). Despite valiant
attempts to rid schools of homophobia, transphobia, and other heteronor-
mativities, only incremental gains have been made in some pockets of edu-
cation. Reviewing progress in the US over the past 20 years, Garcia and
Fields (2017) noted the erosion of abstinence-only funding’s stranglehold
on sexuality education and increased policy and classroom protection for
lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and teach-
ers. Current conservative national politics, however, threaten to rescind
such advances. This was recently evidenced in the North Carolina Senate’s
refusal to overturn its ‘bathroom bill’ (House Bill 2 or ‘HB 2’) restricting
legal protections for LGBTQ people and requiring those who are trans-
gender to use public toilets matching the gender on their birth certificate.
The effect of these constraints, I would argue, is that sexuality educa-
tion research and practice has stagnated. It is caught in a cycle of habitual
questions, addressed with a predictable set of tools, leading to an equally
predictable set of ‘answers’. When actioned, these ‘answers’ mostly deliver
underwhelming results, or only fleeting changes as witnessed in legal pro-
tections for LGBTQ in the US. Predominantly, the way researchers have
approached ‘the problems’ of sexuality education are via the tools of critique.
 SEXUALITY EDUCATION MATTERS 3

Feminists, for instance (and I count myself one), have critiqued the gender
bias of sexuality curricular and its failure to recognise and support diverse
subjects like LGBTQ, students with disabilities, and those from minority
ethnic and religious backgrounds. We have also critiqued missing discourses
of desire and pleasure in sexuality education (Allen, Rasmussen, & Quinlivan,
2014), sometimes implying that their secular inclusion is ‘progressive’
against ‘conservative’ and ‘backward’ religious dogma (for a critique of this
approach see Rasmussen, 2016). In an interview with Dolphijn and Van der
Tuin (2012), feminist philosopher and physicist Karen Barad outlined what
she deemed problematic about certain mobilisations of critique.

Critique is all too often not a deconstructive practice, that is, a practice of
reading for the constitutive exclusions of those ideas we cannot do without,
but a destructive practice meant to dismiss, to turn aside, to put someone or
something down—another scholar, another feminist, a discipline, an
approach, etc. So, this is a practice of negativity that I think is about subtrac-
tion, distancing and othering. (Dolphijn & van der Tuin, 2012, p. 49)

For sexuality education, critique has resulted in a series of stalemates

around its most challenging issues. One of these is addressed in Rasmussen’s
(2016) work on sexularism. Rasmussen argues that the conceptualisation
of ‘secular’ critiques of sexuality education as ‘progressive’, juxtaposed
with the ‘backwardness’ of religious views, does little to move us on the
issue of how to address cultural and religious diversity in sexuality class-
rooms. This approach can also be seen as unethical in its treatment of
those who hold different views from our own, in the way it denigrates and
dismisses their perspectives and implicitly cultural and religious identities.
It is also an approach that has failed to satisfy on its promises of significant
change, for how far has critiquing the inadequacies of sexuality education
actually delivered us?
The situation in which sexuality education research finds itself is ripe for
the emergence of new modes of thought (Pierre, Jackson, & Mazzei,
2016). New materialism (Coole & Frost, 2010) is one such ‘new mode’
this book engages to rethink sexuality education (see Chap. 2 for an expla-
nation of new materialism). Pierre et al. (2016) trace the conditions
enabling this new theoretical framework’s appearance in the social sciences
in a way which resonates with sexuality education’s current predicament.
The first condition is an “ethical imperative to rethink the nature of being
to refuse the devastating dividing practices of the dogmatic Cartesian
image of thought” (Pierre et al., 2016, p. 99).
4 L. ALLEN

The Cartesian framing of issues confronting the field of sexuality edu-

cation in terms of acknowledging the inclusion/exclusion of students (on
grounds of sexual, cultural, and religious diversity) and of curriculum con-
tent in terms of binaries of pleasure/danger, inappropriate/appropriate
confines this subject’s possibilities. This way of thinking institutes a set of
dividing practices that are unethical in their othering of particular groups
and ideas. The field’s failure to resolve these dilemmas creates a situation
generative of Pierre et al.’s (2016) second condition, that of a heightened
curiosity and accompanying experimentation. Drawing on Deleuze and
Guattari, for these researchers, “turns [i.e., that is those which are onto-
logical, epistemological, theoretical] become necessary when our encoun-
ters with the world can no longer be explained or justified by orthodox
thinking, when new problems overtake us that demand our attention, our
finest curiosity, and urgent ‘experimentation in contact with the real’”
(Deleuze & Guattari, 1987 [1980], p. 72, cited in Pierre et al., 2016,
p. 100). Sexuality education has reached this impasse, with the realisation
that our current tools are not sufficient to adequately deal with its most
enduring and pertinent issues—for instance how to cater ethically for dif-
ference (sexual, gendered, ethnic, religious, physical, to name a few such
differences).
Motivated by an ethical imperative, the current book is in the words of
Deleuze and Guattari (1987 [1980]) “an experiment … in contact with
the real” (p. 72). That is, it is an attempt to think differently about the
lived crises we have failed to adequately address in sexuality education
research (e.g., how to stop homophobia, how to prevent transphobia,
how to ethically engage cultural and religious diversity in the classroom).
It aims to take up Pierre et al.’s (2016) question of “how do we refuse a
dogmatic image of thought—the ordinary and unexceptional, the given,
the normal, the foundational—and imagine a different image of thought”
(p. 102) in relation to sexuality education? Specifically, it attempts to
reconsider sexuality education at an ontological and epistemological level
(i.e., ‘onto-epistemology’—Barad, 2007, p. 185) by experimenting with
the theoretical tools of feminist new materialism (Coole & Frost, 2010)
and philosophy as articulated particularly by Barad (2007), Bennett
(2010), Hultman and Lenz Taguchi (2010), and Todd (2011). In
Baradian (2007) terms, this is an ethico-onto-epistemological project, that
is, “an entanglement of what is usually taken to be the separate consider-
ations of ethics, ontology and epistemology” (Kleinman, 2012, p. 77).
 SEXUALITY EDUCATION MATTERS 5

Within such a project, the relation between knowledge and being is under-
stood as a profoundly ethical issue.
This book’s ethics are multi-dimensional. They inhere at the level of
engaging with unsolved issues of social justice in sexuality education and
at the level of theory in terms of its ethico-onto-epistemological concep-
tualisation of the curriculum. Research which takes onto-epistemological
concerns as its focus has been termed post-qualitative (St. Pierre, 2011).
The theoretical foundations of post-qualitative research necessitate a dif-
ferent conceptualisation of ethics from previous qualitative approaches
(Koro-Ljungberg, 2016). Referring to the work of Cixous, Davies (2016)
characterises this as an openness to step into the unknown where the
researcher relinquishes a concern for mastering the field through acquisi-
tion of knowledge (see Chap. 7 as an example of this).

To dare to go where one is blind, where thought has not yet happened,
where the unknown is yet to emerge and multiply, is, for Cixous, ethical
writing (Williams, 2012). Ethics in this sense is an act of courage not to fol-
low the lines laid down by neoliberalism, or any other habituated discourses
and practices, but to sink into the act of writing through the materiality of
one’s body and to allow that writing to take you to the as-yet-thought,
opening up the possibility of acting differently in the world in ways that
matter. (p. 7)

Stepping into the unknown engenders vulnerability as an academic. It

risks academic work slipping into unintelligibility and subsequently intel-
lectual obscurity. Several writers have already remarked on the difficulties
associated with new materialist thought as being both theoretically dense
and ontologically impossible to operationalise (Adams St. Pierre, 2016;
Hultman & Lenz Taguchi, 2010; MacLure, 2017). Especially challenging
is how to conduct research without reinstating a separation between the
knower and known (see Chaps. 2 and 8 for more). However, in an endeav-
our to escape stagnation of thought and practice in sexuality education, it
is necessary to venture beyond what is currently intelligible and comfort-
able (to humans). Pierre et al.’s (2016) idea that “if we have something
different to think with, we might be able to live on a different plane of
experience” (p. 106) holds hope for sexuality education. It suggests that
new ways of thinking might release this curriculum area from its intermi-
nable preoccupation with whether content is appropriate, when to teach
it, and who is best to do so.
6 L. ALLEN

However, this book makes no promises about solving issues which con-
tinue to plague sexuality education. Within a feminist new materialist
framework, such promises are not within the control of discrete entities
(i.e., a book or person). In fact, it is important to clarify early on that a
failure to resolve such issues is inevitable. As discussion in the chapters
unfolds, it becomes clear that resolution and determinacy are antithetical
to the potential of feminist new materialist thought. They constitute a form
of representational seduction which this book gives up on2 (MacLure,
2013). This is not an abandonment of ethical responsibility as this book’s
author, or a strong desire to attend to issues of social-sexual justice in sexu-
ality education. Quite the contrary, it is in their pursuit that I engage in this
experimentation with feminist new materialist thought. The pursuit of
social justice is deemed a deeply humanist endeavour and therefore sits in
tension with feminist new materialism (see Chap. 8). What this book
attempts is perhaps more accurately expressed as riding the wave of femi-
nist new materialism to see where it takes me. What is ethical within post-­
qualitative research paradigms is to try to respond to the challenge of
feminist new materialist theory, knowing I will not be successful, and being
open to the vulnerability such failure exposes me to as a researcher. Instead
of attempting to solve the conundrums of sexuality education, thought
contained in the ensuing chapters attempts to shift its terms of reference.
In a bid to find a new approach to sexuality education, this book is instead
playful, experimental, hopeful (yet hopeless), and thus decidedly queer.

Notes on a New Materialist Methodology

Two Research Projects

This book draws on moments from two research projects focusing on
sexuality education in secondary schools. In this section, methodological
details pertinent to contextualising the book’s overall discussion are
offered, with individual chapters providing additional specificities as nec-
essary. Most chapters draw on research from the Sexual Cultures of
Schooling project which I conducted as a sole researcher in two schools in
Aotearoa-New Zealand.3 Chapter 6 explores instances from a team-based
international project about cultural and religious diversity in sexuality
education within Australia and Aotearoa-New Zealand (Rasmussen,
Sanjakdar, Aspin, Allen, & Quinlivan, 2011). Neither study was conceived
using new materialist methodology, because their design pre-dated mine
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