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Cultures of Heterosexuality in the Secondary School Mary Jane Kehily

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Cultures of Heterosexuality in the Secondary School Mary Jane Kehily Learning sex and doing gender: cultures of heterosexuality in the secondary school Mary Jane Kehily A thesis submitted to the Institute of Education, University of London for the degree of Doctor of Philosophy Culture, Communications and Society Institute of Education University of London 20 Bedford Way London WC1H OAL August 1999 MDL Abstract The thesis uses an inter-disciplinary, feminist and cultural studies approach to sexuality and schooling. The study documents the ways in which issues of sexuality feature in the school context and the implications of this for sexual learning and the production of sexual identities. The study examines the ways in which pupil cultures negotiate issues of sexuality. Pupil cultures can be understood as constitutive of informal groups of school students who actively ascribe meanings to events within specific social contexts. This approach points to the ways in which such encounters produce individual and collective identities which carry both social and psychic investments. The study focuses upon two key areasin the field of sexuality and schooling; the shaping of pupil cultures and the production of sexual identities; and secondly, the role of the school in relation to issues of sexuality. The thesis develops an analysis of pedagogic approachesto Personal and Social Education (PSE)and the ways in which the meanings and messagesof the curriculum are mediated by pupil cultures. The emphasis on pupil cultures can be seen as a way of giving epistemological status to school students who receivethe curriculum but play no part in the structuring of the school organisation or the plannýng of lessons. However, this approach can have the effect of seeing teachers as an oppressive, monolithic force, defined in opposition to pupils. As a corrective to this the experiences of individual teachers and their personal accounts of teaching and learning in the field of sex education are drawn upon. Teachers'perspectives can be seen as an important element in developing an understanding of current practice, in an area where both teachers and pupils may have investments in the construction and maintenance of symbolic boundaries. The study aims to contribute to academic debate and practitioner knowledge in the field of sexuality education. it is anticipated that this study will facilitate an analysis of sexuality and contemporary schooling in ways that develop our understanding of heterosexuality as a dominant category, and have implications for policy and practice in this field. The main findings of the thesis point to the significance of peer group interactions to the collective enactment of masculinities, femininities and their relationship to the sexual. The key argument of the thesis concerns the activity and agency of pupil cultures in the regulation and performance of gendered heterosexualities; through exchanges in friendship groups in school, young men and young women learn about sex and do gender. The project highlights the ways in which the acquisition of sexual knowledge and the enactment of gender is in dialogue with popular cultural forms such as teenage magazines, television programmes and pornographic representations. Moreover, the analysis of pupil peer groups stressthe inter- relationship of psychic and social processesto collectively generated versions of sex- gender identities which further inscribe a heterosexual order upon school relations. ACKNOWLEDGEMENTS I am indebted to the many friends and colleagues who have contributed to this project in different ways. First of all I would like to thank the students and teachers who shared their experienceswith me. I wish to express my gratitude to Debbie Epstein who has supervised the thesis and given me generous support, guidance and encouragement especially through the difficult final stages. I wish to acknowledge the Institute of Education, University of London for the financial support of a studentship. Many other friends have contributed to this work and sustained my interest in the project. I am indebted to Kate Corr for her support over the years, her insightful comments on the work, especially on psychoanalytic themes and for her careful proof reading of the chapters. I wish to thank JoyceCanaan for her comments, many valuable discussions and for her emotional support. I am also grateful to the Canaan-Rogers partnership for fun and expertise in another field. I am indebted to Mairtin Mac an Ghaill for his encouragement, discussions on earlier drafts of chapters and for sharing cups of tea on a Friday. I am grateful to Tuula Gordon for her friendship, her enthusiastic support of this work and for many stimulating discussions. I wish to thank members of the Birmingham Narrative Group for interesting discussions on themes of narrative and subjectivity: Leone Burton, Joyce Canaan, Mariette Clare, Chris Griffin, Richard Johnson, Peter Redman and Deborah Steinberg. Additionally I would like to thank Peter Redman and Deborah Steinberg for their comments on chapter 4 and Richard Johnson for his comments on chapter 5. Thanks are also due to Tarja Tolonen, Val Hey, Frinde Maher, Rob Pattman, Sean Escritt, Susan Johnson and David Spencer for help along the way. Finally, I would like to thank Anoop Nayak for always being there. CONTENTS 1. Sexuality and schooling: an overview 1 2 Fragments from a fading career: personal narratives and emotional investments 25 3. Producing heterosexualities: the school as a site of discursive practices 52 4. Agony aunts and absences: an analysis of a sex education class 78 5. More Sugar? Teenagemagazines, gender displays and sexual learning 113 6. Understanding masculinities: young men, heterosexualities and embodiment 152 7. Sexing the subject: teachers,pedagogies and sex education 202 8. Researching sexuality in school: methodological musings 247 9. Sexuality and schooling reconsidered: notes towards a conclusion 272 Appendix A 288 Appendix B 289 Bibliography 290 CHAPTER 1 Sexuality and Schooling: an overview Introduction In this chapter I identify and introduce the aims and scope of the thesis and provide an overview of theoretical approachesto the field of my study - sexuality and schooling. Specifically, this study aims to explore the ways in which pupil cultures negotiate issues of sexuality within the context of the secondary school. I understand pupil cultures to constitute informal groups of school students who actively ascribe meanings to events within specific social contexts. My argument throughout is that this process of making meaning within the immediate realm of the local produces individual and collective identities, which carry social and psychic investments. The study documents the ways in which issues of sexuality feature in the context of pupil peer groups and the implications of this for sexual learning and the construction of sexual identities. I am particularly interested in the inter- relationship between gender and sexuality and the ways in which school students negotiate complex social relations in ways that can be both creative and constraining. The study focuses upon two key areasin the field of sexuality and schooling: firstly, the shaping of pupil cultures and the construction of sexual identities and; secondly, teaching and learning in the field of Personal and Social Education (PSE),particularly sex education. I am interested in exploring the frameworks informing the teaching of PSEand the ways in which policy is translatedinto practice in schools. Work in this area (eg. Lees 1993,Wolpe 1988) tends to focus on the deliveryof sex education programmes, rather than the ways they are receivedby pupils. I am concerned to explore the 'reading 1 effect" - the ways in which the meanings and messagesof the official curriculum are mediated by pupil cultures. The emphasis on pupil cultures can be seen as a way of "giving voice' to school students who receivethe curriculum but play no part in the structuring of the school organisation or the planning of lessons. However, this approach can have a tendency to see teachers as an oppressive, monolithic force, defined in opposition to pupils. I am, therefore, also concerned to draw upon the experiences of individual teachers and their personal accounts of teaching and learning in the field of sex education. I see this as an important element in developing an understanding of current practice in contexts where both teachers and pupils may have investments in the construction and maintenance of symbolic boundaries in this area. The study aims to contribute to academic debate and practitioner knowledge in the field of sexuality education. The researchbrings together different bodies of literature relating to sexuality and society. Firstly., socio-historical approaches to sexuality are considered, particularly the work of Jeffrey Weeks and Michel Foucault. Secondly, psychoanalytic approachesto sexuality are drawn upon, particularly Freudian and Lacanian theories. These two bodies of literature are cited and utilised, respectively, to provide a specific context for the empirical work and as a way of exploring issues of subjectivity and psychic processes. Researchersworking more directly in the field of sexuality and schooling are discussed throughout the study. It is anticipated that the study will contribute to a third, emergent body of literature concerning sexuality and schooling (eg. Epstein & Johnson 1994; 1998;Mac an Ghaill 1994;Redman 1994;Sears 1992). My contribution to this newer literature will facilitate an analysis of sexuality and contemporary
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