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Advancing Sexuality Studies: A Short Course on Sexuality Theory and Research Methodologies

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Title: Advancing Sexuality Studies: A Short Course on Sexuality Theory and Research Methodologies
Language: English
Authors: Fletcher, Gillian, Dowsett, Gary W., Duncan, Duane, Slavin, Sean, Corboz, Julienne
Source: Sex Education: Sexuality, Society and Learning. 2013 13(3):319-335.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2013
Document Type: Journal Articles
Reports - Evaluative
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Sexuality, Course Descriptions, Developing Nations, Foreign Countries, College Faculty, International Cooperation, Sex Education, Institutional Cooperation, Curriculum Development, Research, Gender Issues, Research Methodology, Online Courses, Christianity, Islam, Civil Rights, Sexual Identity, Youth, Masculinity, Public Policy, Literature Reviews
Geographic Terms: Australia, Indonesia, Kenya, United Kingdom, Vietnam
DOI: 10.1080/14681811.2012.742847
ISSN: 1468-1811
Abstract: Critical Sexuality Studies is an emerging field of academic enquiry linked to an international network of advocacy agencies, activists, and political issues. This paper reports on the development of an advanced short course in sexuality theory and research, drawing on Critical Sexuality Studies and aiming directly at academics in developing countries working in sexuality issues. Over a three-year period, a new curriculum was developed by an international team. The course was piloted in two continents, refined, revised, and released globally under a Creative Commons licence in 2010 on a dedicated website. This paper documents the project and its progress to date. (Contains 5 figures and 8 notes.)
Abstractor: As Provided
Number of References: 32
Entry Date: 2014
Accession Number: EJ1012672
Database: ERIC
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  Value: <anid>AN0086887190;bf401may.13;2019Mar28.12:58;v2.2.500</anid> <title id="AN0086887190-1">Advancing Sexuality Studies: a short course on sexuality theory and research methodologies. </title> <p>Critical Sexuality Studies is an emerging field of academic enquiry linked to an international network of advocacy agencies, activists, and political issues. This paper reports on the development of an advanced short course in sexuality theory and research, drawing on Critical Sexuality Studies and aiming directly at academics in developing countries working in sexuality issues. Over a three-year period, a new curriculum was developed by an international team. The course was piloted in two continents, refined, revised, and released globally under a Creative Commons licence in 2010 on a dedicated website. This paper documents the project and its progress to date.</p> <p>Keywords: international development; training; curriculum; sexuality</p> <hd id="AN0086887190-2">Introduction</hd> <p>This course has taught me that sexuality is highly contentious. It is political and politicised. It can be reshaped and I have a role to play in this! Generally, it was brilliant, brilliant, brilliant. (Participant in the Advancing Sexuality Studies short course, Mombasa, Kenya, 2009)</p> <p>That sexuality is 'highly contentious...political and politicised' will come as no surprise to anyone working in the field. What is of particular interest here, however, is that the comment comes from a southern African postgraduate-level course participant, whose work is already related to sexuality studies, and who clearly found involvement in 'Advancing Sexuality Studies: a short course on sexuality theory and research methodologies' to be a transformative experience. Although evaluation of this short course is not yet complete (Phase Four of the project – see below – is due for completion at the end of 2012), the enthusiastic response of participants to date leads the team behind the course's development to be optimistic that it has achieved at least in some measure its primary aim: 'to stimulate key players in various countries to "shift gears" in relation to their countries' understandings of their sexual cultures, sexuality issues, and research responses' (IASSCS/ARCSHS [<reflink idref="bib19" id="ref1">19</reflink>], 2).</p> <p>We report here on a four-phase project and a process in which particular agencies, institutions, and a set of long-standing professional relationships (and friendships) between academics and advocates, involving various intellectual agendas in gender and sexuality theory, research, and politics, intersected at a given moment to produce something new. We offer an account that names those involved, because the very real persons and institutions that undertook the development of this advanced sexuality studies course are as much part of what happened as the process itself; their (our) histories, commitment, and expertise are integral to the outcome.</p> <p>This course, designed for developing-country academics and researchers, could be said to owe its existence to an informal conversation in a coffee shop in New York City in 2003. It was there that two very recent academic migrants to the USA – the second author from Australia and a colleague from South Africa – were talking about developing sexuality theory and research internationally.[<reflink idref="bib1" id="ref2">1</reflink>] The discussion turned to some serious sharing of ideas about the state of sexuality theory, research, training, and politics globally and, in further discussions over the next two years, produced agreement on the need for better sexuality theory and research training for experienced developing-country researchers.</p> <p>In 2005, this idea was taken to the International Association for the Study of Sexuality, Culture and Society (IASSCS) with the suggestion that the association take on the project. IASSCS agreed, but asked the second author (then an IASSCS Board member) to take on the project at his university in collaboration with the association. The resulting Advancing Sexuality Studies short course was developed by a project team from the Australian Research Centre in Sex, Health and Society (ARCSHS) at La Trobe University in Melbourne, Australia, in collaboration with IASSCS and with Ford Foundation funding.[<reflink idref="bib2" id="ref3">2</reflink>] The course comprises a set of overview documents plus 15 half-day or full-day modules that can be used either on their own, in combination with other selected modules, or as part of the whole course. Users are encouraged to adapt modules as they see fit, and there is particular desire from the project team to see modules adapted to reflect specific country contexts and to make use of locally available materials. Advancing Sexuality Studies is also published online under a Creative Commons licence and, as such, is currently available for use by anyone, free of charge (from www.sexualitystudies.net).[<reflink idref="bib3" id="ref4">3</reflink>]</p> <p>We describe the course in more detail below. This paper also reports on the rationale behind the course and reflects on the intellectual and consultative processes that lay behind the course development, in the hope that others are encouraged to contribute to the continuing development of pedagogy, curriculum, theory, and research on sexuality.</p> <hd id="AN0086887190-3">Sexuality research: a broad church?</hd> <p>Sexuality, and more specifically research into and academic activity related to the topic of sexuality, is a very broad (and, some might say, blasphemous) church, one that has seen exponential growth since the early days of Richard Krafft-Ebing, Havelock Ellis, and Sigmund Freud, who might rightly be regarded as the founders of the field of sexuality studies as we now know it. The 'sexual centur[ies]' of the 1900s and 2000s (Person [<reflink idref="bib24" id="ref5">24</reflink>]) have seen the emergence of a new form of sexuality scholarship that we – and, increasingly, others – call Critical Sexuality Studies (CSS). CCS is evolving as an overarching term for sexuality theory and research that is multifaceted, multidisciplinary (crossing several social science and humanities disciplines), and increasingly interdisciplinary. What these efforts share in common, however, is that all CSS scholarship pays attention to the shifting relationships of power, knowledge, context, and culture. Consequently, CSS research, teaching, and scholarship interrogate questions of power, truth, and claims to knowledge, and recognise the shifting, culturally embedded, context-dependent experiential nature of meanings attributed to sexuality.</p> <p>The cross-cultural and multidisciplinary nature of CSS had earlier been summed up in the title of a 1997 conference <emph>Beyond Boundaries: Sexuality across Cultures</emph>, held in Amsterdam and jointly hosted by the Universities of Amsterdam and Chicago. The conference participants noted, <emph>inter alia</emph>, the lack of an overarching, social scientific sexuality research organisation, and as noted on the Association's website as of 15 October 2012, a need was identified for establishing such an organisation that could, 'address the fragmentation of studies in sexuality and...provide a forum for expanding and developing sexuality as a legitimate area of scholarship'. Academics from the disciplines of anthropology, cultural and gender studies, health policy, history, and sociology banded together to form IASSCS. On 15 October 2012, the website stated that IASSCS' mission is, 'to strengthen the field of social and cultural sexuality research globally, and it is committed to building equity in research capacity worldwide and to a broad range of research activities, including strengthening communication among researchers, policy makers, and activists'. Hence, IASSCS was the ideal organisation for taking on the idea.</p> <p>The importance of CSS is further demonstrated by the range and scope of new academic journals that emerged in the 1990s and 2000s and a large number of books addressing issues of sexuality across a wide range of disciplinary areas. Unsurprisingly, the fields of anthropology, development studies, education, gender studies, health, media and film studies, sociology, and queer and feminist theory are well represented. So, too, are disciplines including globalisation studies, law, and economics.</p> <p>Despite this explosion of interest in, and work related to, sexuality research and scholarship that draw on critical theory, sexuality <emph>training</emph> has not kept pace. If sexuality is a broad church, it lacks a mature seminary programme. This is a matter of particular concern in the field of training in sexuality research. As di Mauro ([<reflink idref="bib12" id="ref6">12</reflink>], 4) notes:</p> <p>Formalized training opportunities in sexuality research are unfortunately small in number, insufficiently and inconsistently supported...a crucial need remains for comprehensive training in both innovative and traditional methodologies that can advance theory and/or test methodology and promote practical applications for public well-being and policy formation.</p> <p>It was a desire to address this gap that led to the project reported here.</p> <hd id="AN0086887190-4">Advancing Sexuality Studies: the details</hd> <p>The original idea grew into a four-phase project, comprising (<reflink idref="bib1" id="ref7">1</reflink>) a scoping and feasibility study (late 2006–late 2007), (<reflink idref="bib2" id="ref8">2</reflink>) curriculum development (late 2007–late 2008), (<reflink idref="bib3" id="ref9">3</reflink>) piloting and evaluation (late 2008–late 2010), and (<reflink idref="bib4" id="ref10">4</reflink>) 'roll-out' (2011–2012). Phases One to Three were implemented by a project team at ARCSHS. Phase Four is currently being implemented by IASSCS, with input from ARCSHS, through its Research Training and Development Committee. Funding was sought from the Ford Foundation in three successful grant applications for Phase One, Phases Two and Three, and Phase Four, totalling US$1,331,850.</p> <hd id="AN0086887190-5">Phase One</hd> <p>Given the ambitious (and international) nature of the project, the early days of Phase One were largely taken up with devising the project's architecture, direction, and processes. Establishment of an International Advisory Committee – bringing together experienced sexuality researchers from countries including Australia, India, Kenya, South Africa, the Netherlands, Uganda, the USA, and Vietnam – proved an invaluable means of sharing initial ideas, building the project, and encouraging other IASSCS members to take part in various ways. A Collaboration Committee with members from ARCSHS and IASSCS oversaw the project in its development phases, regularly reporting to the Ford Foundation on progress, applying for further funding and, eventually, the implementation in Phase Four of the course internationally after its development.[<reflink idref="bib4" id="ref11">4</reflink>] The committee met regularly via Skype™ and in a number of face-to-face meetings organised at IASSCS conferences and events or other international meetings.</p> <p>A series of consultative and scoping visits were undertaken to Indonesia, Kenya, South Africa, Uganda, and Vietnam (countries nominated by the Ford Foundation and the International Advisory Committee as, potentially, ideal places for piloting the course). These visits were informed by, and in turn helped to inform, an international English-language audit of existing and pertinent higher-level training programmes to identify the shape and form of the gap that a short course might fill. Phase One took place from late 2006 to late 2007 and led to the establishment of the project website.</p> <p>The website was initially conceived as a way of publishing and disseminating the results of the project's scoping and feasibility audit, through the presentation of three key databases that currently list information for 171 institutions, 88 study programmes, and 23 resources associated with CSS. Early on, however, the project team acknowledged the potential of the website to help researchers, teachers, and students to establish networking opportunities and exchange knowledge and training materials and added the functions of blog posts and the production of online groups. As of January 2012, the website had attracted almost 1000 members.</p> <hd id="AN0086887190-6">Auditing sexuality research and training</hd> <p>A key component of this first phase was the assessment of sexuality teaching and training across the globe, particularly at advanced levels. A three-stage audit process was employed: a search of the Web, using Google; a more traditional academic literature review; and background discussions with key informants. The Web search drew on a wide range of English terms, for instance, sexuality + graduate, sexuality + short course, and so on. Ten such searches were run for each of six regional or national areas. These were examined for relevance by two researchers, who then compared their findings and compiled a single list of approximately 1200 Web addresses. These addresses were coded, where possible, according to: geographic region, type of institutional location, course level, pedagogic approach, delivery mode, theoretical orientation, epistemological underpinnings, and prospective audiences.</p> <p>For the literature review, a pragmatic decision was taken to limit results to articles published in English and the date range to between 2000 and 2006. Search terms were refined in sub-searches and applied to 4 databases and 18 international journals deemed key publications in the field. The databases were Current Contents, ProQuest Central, Web of Science, and JSTOR. The journals were <emph>AIDS Care</emph>; <emph>AIDS Education and Prevention</emph>; <emph>Annual Review of Sex Research</emph>; <emph>Archives of Sexual Behavior</emph>; <emph>Canadian Journal of Human Sexuality</emph>; <emph>Critical Public Health</emph>; <emph>Culture</emph>, <emph>Health & Sexuality</emph>; <emph>Gay and Lesbian Review Worldwide</emph>; <emph>Global Public Health</emph>; <emph>GLQ</emph>; <emph>International Journal of Sexual Health</emph>; <emph>Journal of Homosexuality</emph>; <emph>Journal of Sex Research</emph>; <emph>Journal of the History of Sexuality</emph>; <emph>Sex Education</emph>; <emph>Sexualities</emph>; <emph>Sexuality Research and Social Policy</emph>; and <emph>Sexual Health</emph>.</p> <p>In addition to the Web search and literature review, the project team undertook a series of consultations with institutions and individuals in Australia, East Africa, Europe, North and South America, South Africa, and Southeast Asia. These consultations ensured that local knowledge of research (particularly in 'grey literature', i.e. not published in academic journals) and training opportunities was included in the audit. Overall, the audit validated di Mauro's judgement in noting a major gap in the field of advanced sexuality research training. Nonetheless, five existing fields of research and training were identifiable: (<reflink idref="bib1" id="ref12">1</reflink>) HIV and AIDS, (<reflink idref="bib2" id="ref13">2</reflink>) gender, (<reflink idref="bib3" id="ref14">3</reflink>) sexology, (<reflink idref="bib4" id="ref15">4</reflink>) sexual and reproductive health (as distinct from HIV and AIDS), and (<reflink idref="bib5" id="ref16">5</reflink>) human rights. We shall briefly describe each of these fields.</p> <p>The audit revealed that a great deal of recent sexuality research and scholarship (and, therefore, research training) either carried out in developing countries or aimed at developing-country audiences occurred mainly in the field of HIV and AIDS. By far the majority of this work followed classic public health, behavioural sciences and/or epidemiological approaches in which sexuality is reduced to a function of (measurable) sexual behaviour carrying risk for HIV infection. Studies were mostly survey-based, with cross-sectional samples of either general populations (e.g. young people and college students) or specific 'at-risk' sub-populations (e.g. gay men and sex workers). The complexities of sexual identities, sexual relations, sexual desires, and sexual cultures were largely absent. For instance, the epidemiological term 'men who have sex with men' (coined specifically for HIV and AIDS in the 1980s) creates a false impression of homogeneity across a panoply of identities, practices, desires, and cultures. Meanwhile, other sexualities not deemed to be at risk of HIV infection, such as lesbians, remain largely unresearched within this field. As has been consistently argued by CSS scholars (Aggleton and Parker [<reflink idref="bib1" id="ref17">1</reflink>]; Altman [<reflink idref="bib2" id="ref18">2</reflink>]; Bolton [<reflink idref="bib3" id="ref19">3</reflink>]; Boyce et al. [<reflink idref="bib4" id="ref20">4</reflink>]; Coast [<reflink idref="bib5" id="ref21">5</reflink>]; Dowsett [<reflink idref="bib13" id="ref22">13</reflink>], [<reflink idref="bib14" id="ref23">14</reflink>]; Dowsett et al. [<reflink idref="bib16" id="ref24">16</reflink>]; Fletcher [<reflink idref="bib18" id="ref25">18</reflink>]; Parker and Aggleton [<reflink idref="bib22" id="ref26">22</reflink>]; Patton [<reflink idref="bib23" id="ref27">23</reflink>]; Treichler [<reflink idref="bib30" id="ref28">30</reflink>]), the complexities of HIV transmission have revealed very diverse sexual practices, wide-ranging meanings and values about sex, and far greater variation in sexual relationality than had hitherto been recognised within heavily biomedical and behavioural accounts of sexuality.</p> <p>In many developed countries, gender stood out as perhaps the single most identifiable field within which sexuality training and research occurred – often arising from departments of Gender Studies or Women's Studies within academic institutions. We must acknowledge here that the emergence of second-wave feminism and new sexual liberation movements (particularly the gay and lesbian movement) in the late 1960s contributed to a growing critique of the existing, heavily biomedical and behavioural approaches to sex. New theories of sexuality emerged. Sexuality became political. Nonetheless, there are two key limitations in the capacity of these gender-focused approaches to address sexuality. First, Gender or Women's Studies programmes often theorise sexuality through the rubric of structural gender inequality and what Connell ([<reflink idref="bib8" id="ref29">8</reflink>], [<reflink idref="bib6" id="ref30">6</reflink>]) has called categorical theories of gender, largely focused on the category of 'women'. As such, questions of sex, desire, relationships, intimacy, and power are frequently subsumed beneath broader understandings of the gender differences between men and women, and how those differences are maintained, thereby ignoring the relational nature of gender as a social structure. Second, critical engagement with men and masculinities is frequently absent from these approaches. This represents a significant barrier to the use of gender as a field within which to develop a comprehensive understanding of sexuality, and this view of sexuality and gender also pervades the field of HIV and AIDS (Dowsett [<reflink idref="bib14" id="ref31">14</reflink>]).</p> <p>Sexology, the third field of sexuality research and training identified by the audit, is perhaps best typified by the work of the internationally renowned Kinsey Institute, the International Academy of Sex Research, the Society for the Scientific Study of Sex, and the World Association for Sexual Health, and their many collaborators, national chapters and members. It also appears as such in certain university programmes, often in public health or behavioural medicine. As of 15 October 2012, the Kinsey Institute website claimed a broad, multi-disciplinary basis for sexology, and also acknowledged that sexology has become highly medicalised in recent decades. The audit demonstrated that the field is increasingly focused on sexual pathologies and dysfunctions, and that resultant work either searches for biological/physiological origins or explanations for sexual behaviour; or for behavioural and descriptive explanations (also dominant in the HIV and AIDS research and training, mainly in the form of behavioural surveys). CSS scholars have long noted problems with the simple taxonomies that Western sexology has used in the nineteenth and twentieth centuries – framed by a set of binary opposites such as heterosexual/homosexual, normative/deviant, innocence/experience, nature/nurture, natural/social, good/bad, right/wrong, and so on – and that these concepts have been repeatedly confounded, both within and across cultures, countries, and regions.</p> <p>The fourth field of sexuality-related training found by the audit was that of sexual and reproductive health, arguably arising originally from post-Second World War concerns with global fertility and population growth. Again, sexual identities, cultures, pleasures, or meanings remained of tangential interest at best within this field. As with sexology, the focus was on diagnosis and treatment, in this case, sexual and reproductive health issues. Sexual and reproductive health was also used as a cover-all term for a very broad range of topics including fertility, sexually transmitted infections, male and female circumcision and sexual violence. Furthermore, sexual and reproductive health in developing countries intersected with the field of gender, in that sexual and reproductive health was presented as primarily an issue about women and, particularly since the International Conference on Population and Development held in Cairo in 1994, has been recast in a feminist framework. An emphasis on men as perpetrators of sexual violence, risk-takers who expose their female partners to disease, and as marginal to (social and biological) questions of reproduction surfaced repeatedly throughout the audit.</p> <p>The fifth and final field of sexuality research and training identified through the audit was that of human rights. The concept of sexual rights as part of human rights is a relatively recent one; however, the audit suggested that this is a growing area (albeit an area in which sexual rights remain a small component). Where sexual rights are considered within a human rights framework, the approach taken is one that often bears close relation to CSS, as demonstrated by the approach taken in the <emph>Yogyakarta Principles on the Application of International Human Rights Law in relation to Sexual Orientation and Gender Identity</emph> (International Commission of Jurists [<reflink idref="bib20" id="ref32">20</reflink>]). In addition, a growing number of training opportunities on human rights law now incorporate issues of sexual rights, e.g. The François-Xavier Bagnoud Center for Health and Human Rights at Harvard University in the USA and the Initiative for Health and Human Rights at the University of New South Wales in Australia. We also note a more recent shift in the fourth field discussed above to 'sexual and reproductive health and rights', for example in the work of Cook, Dickens, and Fathalla ([<reflink idref="bib9" id="ref33">9</reflink>]), and that sexual rights issues are prominent in the first field, HIV and AIDS, reflecting how this rights agenda is gaining ground as a key conceptualisation of sexuality.[<reflink idref="bib5" id="ref34">5</reflink>]</p> <hd id="AN0086887190-7">CSS: a missing element in sexuality research and training</hd> <p>The biomedical literature, plus work from the strongly biological end of sexological research, was excluded from the final audit results to enable a clearer focus on the state of play regarding CSS-related research and training. This resulted in identification of a total of 375 research articles, published internationally within the 6-year period and falling within the broad category of CSS. Much of this research was published by individuals located at institutions that are not a part of the usual geography of international sexuality training. They were often humanities or social science academics, located within their home disciplines such as anthropology, literature, philosophy, and sociology, who were, for one reason or another, interested in sexuality. It is unlikely that many of these researchers saw themselves as critical sexuality researchers first and foremost. Rather, sexuality was an issue among others that they integrated into their enquiries concerning other issues.</p> <p>In terms of CSS-related training, the audit identified no more than a handful of postgraduate-level, CSS-focused courses (the Summer Institute on Sexuality, Culture and Society at the Graduate School of Social Sciences, University of Amsterdam, and the Summer Institute on Sexuality at the National Sexuality Resource Center, San Francisco State University, are perhaps the most well known). Some programmes were on offer in developing countries – for example the annual Regional Institute run by the South and Southeast Asia Resource Centre on Sexuality and Talking About Reproductive and Sexual Health Issues (TARSHI); the Applied Study Program run by the South and Southeast Asia Resource Centre on Sexuality; the annual Sexuality and Rights Institute run by TARSHI and Creating Resources for Empowerment in Action (CREA); the annual Leadership Course on Gender, Sexuality and Health run by the Southeast Asian Consortium on Gender, Sexuality and Health – but these courses represented a drop in the ocean given the large number of people who bring biomedical, behavioural, or epidemiological understandings to work on sexuality-related issues in developing countries (particularly in relation to HIV and AIDS). The compelling conclusion drawn from this audit was that there was, indeed, a significant gap in sexuality training in developing countries that drew on CSS, particularly at an advanced level, and that developing a short, intensive, and advanced course would be a very useful contribution towards filling that gap.</p> <hd id="AN0086887190-8">Phase Two: curriculum development</hd> <p>The process of course development in Phase Two began with the convening of an international Curriculum Working Group (CWG), whose role it was to provide information and advice on logistical, intellectual, pedagogic, or procedural details relevant to the development of a curriculum; the content of that curriculum; and the allocation of tasks and consultancies to provide content. Invitations to participate in the CWG were based on recommendations from IASSCS and from interested people met during the Phase One site visits, and were issued by the project team to selected individuals on the basis of relevant professional expertise in the intersecting fields of sexuality theory, research methodology, and development theory and practice. CWG members were drawn from Australia, Indonesia, Kenya, the UK, and Vietnam. Institutions represented included the School of Public Health, University of Udayana, Bali, Indonesia; GAYa NUSANTARA, Indonesia, a gay rights advocacy non-governmental organisation; the Population Council's Frontiers in Reproductive Health Programme (FRONTIERS), Kenya; the Africa Population and Health Research Centre, Kenya; the Institute of Education, University of London; and the Consultation of Investment in Health Promotion, Vietnam.</p> <p>Two CWG workshops (March 2008, Perth, Western Australia; and April 2009, Ha Noi, Vietnam, held to coincide with the VII IASSCS biennial conference) were convened during the course development process. The first workshop defined the broad short course aims, which are to:</p> <p></p> <ulist> <item> • Increase the quality and diversity of research and training activity into human sexuality in the developing world;</item> <p></p> <item> • Develop and enhance existing skill levels in undertaking complex research into, and the development and application of theory in the field of CSS;</item> <p></p> <item> • Connect with other multi-disciplinary investigations and initiatives in international sexuality research and advanced training;</item> <p></p> <item> • Create a wider network of researchers and practitioners using CSS to investigate and contribute to, cultural analysis and production, global sexual and reproductive health, HIV and AIDS, and justice in gender and sexuality; and</item> <p></p> <item> • Contribute to the development of an increased global dialogue on human sexuality.</item> </ulist> <p>The following objectives were defined to guide the specific teaching and learning activities of the course. It was expected that, on completion of the course, participants would:</p> <p></p> <ulist> <item> • Show an increase in skills, knowledge, and networking capacity in sexuality research and theoretical development;</item> <p></p> <item> • Initiate and stimulate dialogue between locally based knowledge frameworks, CSS, and global discussions of sexuality;</item> <p></p> <item> • Work critically with advanced sexuality theory and research methodologies;</item> <p></p> <item> • Employ innovative methods for researching human sexuality in specific settings; and</item> <p></p> <item> • Gain enhanced capacities to encourage sexuality research in their own countries and regions.</item> </ulist> <p>In addition, CWG members spent time discussing the desired pedagogic approach for the short course. Drawing on their own experiences, CWG members agreed that the short course should employ active learning, consistent with Ramsden's ([<reflink idref="bib26" id="ref35">26</reflink>]) 'deep' approach to learning in which participants are challenged to demonstrate creative engagement and understanding of course material rather than to learn and repeat facts. CWG members argued for the importance of adopting an active learning approach because, as one CWG member from Kenya noted, 'to date, in the African context, teaching has been so much more about traditional chalk and talk than about encouragement of student interaction' (Fletcher [<reflink idref="bib17" id="ref36">17</reflink>], 13).</p> <p>It was also agreed that it was crucial for the short course to make use of materials from developing countries whenever possible, whether these were academic articles, locally produced films, magazines or photographs, or other materials that could then be read through application of a CSS framework. To this end, a Pre-course Scoping Study format was developed. The Pre-course Scoping Study was designed to be undertaken by any short course facilitator and conducted before the short course taking place, and any potential course facilitator is asked to collect local materials and attempt to furnish the course, wherever possible, with local examples, ideas, categories, and language.[<reflink idref="bib6" id="ref37">6</reflink>]</p> <p>The first CWG meeting in Perth also reviewed, amended, and then endorsed a list of module topics, developed by the project team as a result of consultations in Phase One. Several CWG members volunteered to write modules, and other module authors were commissioned by the project team on the basis of known expertise in a module topic area. The project team also developed a number of modules in-house. Guidelines for authors were developed and included instructions on use of active learning techniques. Once submitted, all modules were then sent out for blinded peer review to various specialists in the field. Selected modules were reviewed further by the CWG and authors were given a final opportunity to revise their module before the short course team began the process of standardising course modules for presentation and delivery. The team delivered presentations about the course and its development at the IASSCS Hanoi conference, before beginning the trial of the course in two pilot sites a few months later (Corboz, Slavin, and Dowsett [<reflink idref="bib10" id="ref38">10</reflink>]; Slavin and Dowsett [<reflink idref="bib29" id="ref39">29</reflink>]).</p> <p>After the Phase One site visits, the project team decided to pilot the course in Indonesia and Kenya (see below). Meanwhile, a Scoping Study was commissioned in each pilot site, with a specific brief to collect and examine local material on sexuality, sexuality theory, and research methodology. The Scoping Study consultants were asked to gather locally published material about sexuality, especially grey literature; assess pre-existing opportunities for the study of sexuality in the chosen location; map current local issues in relation to sexuality; and locate institutional partners, course facilitators, potential participants, and venue.</p> <hd id="AN0086887190-9">Phase Three: piloting the course</hd> <p>Two pilot versions of the course were run in July and August 2010: the first in Mombasa, Kenya, with participants drawn from both Kenya and Uganda; the second in Surabaya, Indonesia, with participants from across Indonesia. In each of the Mombasa- and Surabaya-based pilot courses, 13 participants took part. Most were academics. The pilot sites were chosen for reasons of comparison (participants from different continents), language (the pilots needed to be run by members of the English-speaking project team, in order to allow effective in-pilot learning), and academic and other infrastructure that provided potential co-hosting organisations, resources, and access to potential participants. In addition, the Ford Foundation had offices in both Kenya and Indonesia at that time and offered active support for the project.</p> <p>The local partner organisation in Kenya was the Population Council and in Indonesia it was GAYa NUSANTARA. The aims of the pilots were to (<reflink idref="bib1" id="ref40">1</reflink>) validate the course content and delivery modes in two different cultural contexts; (<reflink idref="bib2" id="ref41">2</reflink>) gauge the balance between the international and local content; (<reflink idref="bib3" id="ref42">3</reflink>) assess the 'pitch' and 'register', e.g. the appropriateness of language and vocabulary, the level of conceptual difficulty, the suitability of reference and other bibliographic materials, and the local applicability of course content; (<reflink idref="bib4" id="ref43">4</reflink>) appraise the various learning activities and pedagogical approaches; and (<reflink idref="bib5" id="ref44">5</reflink>) conduct participant evaluations of the course with a view to its refinement as we work towards Phase Four roll-out. An external evaluator attended both pilots, and evaluation reports were developed to guide the course finalisation.</p> <p>The pilots were quite different from each other in style, pace, and experiences, even though it was the same course. A slightly different set of modules were trialled over a two-week period in each site, with six that overlapped, in order to test as many as possible. Two modules were set aside pending further work, having been deemed unfinished by the project team. The team delivered the majority of modules, with two delivered by members of the CWG living in Mombasa and one by an Indonesian CWG member in Surabaya. In both sites the course was residential, thereby (mostly) avoiding the problem of participants having to rush home or being tempted to other work meetings and events.</p> <p>It was intensely exhausting for all. Although it is hoped the course can be delivered eventually in other modes (e.g. self-directed learning, either online or by distance learning), it was important to test the course properly and understand exactly how it worked (or did not work), so the pilots were delivered face-to-face. The logistics of running an intensive course in two different cities with participants from three countries and different backgrounds were complex, to say the least. Both pilots were memorable in many ways and the evaluation data reveal both considerable strengths and some weaknesses that had to be dealt with in the final version of the course that was finished for Phase Four delivery. Beyond that, the pilots were wonderful human interactions full of much laughter, quite a few challenges, a lot of deep learning that went beyond the curriculum itself, and at times some quite moving moments.</p> <p>The evaluation process had a number of components such as end-of-module student, instructor, and external evaluator evaluation forms, and end-of-course student, instructor, and external evaluator forms. Also, focus groups were used to provide group reflection time led by the external evaluator. The evaluation was qualitative given the small number of components in the courses, but these can be tallied to reflect trends and inferences. Responses from pilot participants were positive. Of the 22 pilot participants who completed all the evaluation forms in both sites, 20 'strongly agreed' or 'agreed' they were satisfied overall with the course quality (with two indicating they 'neither agreed nor disagreed'). A total of 21 participants 'strongly agreed' or 'agreed' that they would recommend the course to others working in their field (one participant was neutral on this item; Dempsey [<reflink idref="bib11" id="ref45">11</reflink>]). Figures 1-4 detail highlights from the evaluation findings:</p> <p>Graph: Figure 1 Pilot course participant responses to the applicability of course materials.</p> <p>Graph: Figure 2 Pilot course participant responses to relevance of modules to their cultural context.</p> <p>Graph: Figure 3 Pilot course participant responses to module relevance to employment context.</p> <p>Graph: Figure 4 Pilot course participant responses to the perceived moral or political acceptability of modules overall.</p> <p>Finally, from one of the modules that generated some heat – sexual rights – Figure 5 illustrates an interesting difference between participants at the Mombasa pilot and the Surabaya pilot regarding perceived political or moral acceptability of the specific module.</p> <p>Graph: Figure 5 Pilot course participant responses to the perceived political or moral acceptability of the Sexual Rights module.</p> <hd id="AN0086887190-10">The end product</hd> <p>By 2010, the course material had been finally amended based on individual module evaluations, provided with a common format and brought together by a series of overview documents. These overview documents offer guidance on how the course could be used, including some suggested groupings of modules, supporting documents including suggested formats for the Pre-course Scoping Study, and evaluation proformas. The final list of module titles is as follows (in alphabetical order): (<reflink idref="bib1" id="ref46">1</reflink>) Introduction, (<reflink idref="bib2" id="ref47">2</reflink>) Biopower and sexuality, (<reflink idref="bib3" id="ref48">3</reflink>) CSS and research methodologies, (<reflink idref="bib4" id="ref49">4</reflink>) Kinship and sexuality, (<reflink idref="bib5" id="ref50">5</reflink>) Media and sexuality, (<reflink idref="bib6" id="ref51">6</reflink>) Sex, sexuality, and gender: basic concepts, (<reflink idref="bib7" id="ref52">7</reflink>) Sexuality and Christianity, (<reflink idref="bib8" id="ref53">8</reflink>) Sexuality in Islamic societies, (<reflink idref="bib9" id="ref54">9</reflink>) Sexuality, policy, and politics, (<reflink idref="bib10" id="ref55">10</reflink>) Sexuality, the body and personhood, (<reflink idref="bib11" id="ref56">11</reflink>) Sexual rights in pursuit of sexual justice, (<reflink idref="bib12" id="ref57">12</reflink>) The social construction of sexual identities, (<reflink idref="bib13" id="ref58">13</reflink>) Thinking about men and masculinities, (<reflink idref="bib14" id="ref59">14</reflink>) Translating sexuality, and (<reflink idref="bib15" id="ref60">15</reflink>) Young people and sexuality.[<reflink idref="bib7" id="ref61">7</reflink>]</p> <p>Each module comprises (at a minimum) Facilitator Notes, a <emph>PowerPoint</emph> presentation, and a Module Outline for Participants. In those modules where additional materials are required to run the module (e.g. activity handouts), these are also provided. Although pre-readings are nominated for all modules, the pre-reading materials are listed but have not been provided for reasons of copyright. Materials used in module delivery range from video to locally relevant objects brought to the short course by participants themselves. Some examples of the types of group work activities undertaken in the short course include hypothetical debates about polygamy (Kinship and sexuality), selection of and responding to images from local media (Media and sexuality), identifying local terms related to sexuality that do not translate clearly into English and vice versa (Translating sexuality), and group development of a research project design (returned to throughout the CSS and research methodologies module).</p> <p>All of the short course overview documents and modules are currently available free of charge, under a Creative Commons licence, from the website <ulink href="http://www.sexualitystudies.net">www.sexualitystudies.net</ulink> and will be moved to the IASSCS website later in 2012. A Creative Commons licence allows for work to be used as is, amended or built upon on provision that any use or amendment is undertaken for non-commercial purposes, and that credit is given to the original Module creator(s), the course developers (ARCSHS and IASSCS), and the funder (the Ford Foundation). In addition, any new creations based on original modules or the original short course must be licenced under identical terms. This ensures that any derivatives of the module or the short course will also be non-commercial.</p> <p>In April 2010, <ulink href="http://www.sexualitystudies.net">www.sexualitystudies.net</ulink> launched a Short Course page, offering free access to all materials. In the two years until the end of April 2012, the page had been viewed more than 13,500 times, resulting in more than 6700 downloads.</p> <p>The greatest amount of interest has come from Canada and the USA (5000+ hits and almost 3000 unique), and the UK and the rest of Europe combined (with the single largest number of hits per country from the UK, 1300+ hits, 800+ unique, compared to 1700+ hits, 1100+ unique for the rest of Europe). Australia and New Zealand recorded 1800+ hits, 800+ of which were unique. In South and Southeast Asia, the largest number of hits has come from India (300+ hits and almost 200 unique), Indonesia (300+ hits and 150+ unique), and Vietnam (300+ hits and 60 unique).[<reflink idref="bib8" id="ref62">8</reflink>] In Africa, the largest number of hits has come from Eastern Africa (450+ hits and 100+ unique). The top country in the region was Kenya (almost 200 hits and almost 50 unique), home to one of the pilots. The country of South Africa, site for a Phase Four course roll-out in 2011, recorded 300+ hits, 150+ of which were unique. In Latin America and the Caribbean (600+ hits and 300+ unique), the top two countries were Peru (150+ hits and almost 100 unique) and Mexico (almost 100 hits and almost 50 unique). Again, Peru was a site for a Phase Four roll-out.</p> <hd id="AN0086887190-11">Challenges in conception, design, and delivery</hd> <p>Although this paper presents a retrospective, coherent, and linear process, development of the short course mirrored the concepts of CSS itself in that it required constantly re-negotiated understandings, acceptance of contradiction, and ongoing assessment of perceptions of power relationships by all involved. We offer a handful of examples.</p> <p>First, there is no escape from the fact that the project was driven by two white, gay, male academics from Australia; brought to fruition by a project team that is also white, academic, and based in (although not all born in) Australia; and that some of the modules were written by white academics. As everyone involved in any form of CSS work knows, the power dynamics of race and ethnicity stand alongside those of class, and gender and sexuality, as major hierarchies of social location and difference (Rahman and Jackson [<reflink idref="bib25" id="ref63">25</reflink>]). Yet no one exists outside of these dynamics; there is no 'neutral' point, merely webs of complex intersections (occurring on intellectual, personal, and professional planes). Advancing Sexuality Studies is not intended to be seen as <emph>the</emph> definitive course in CSS. There can be no such thing. Instead, it is a course borne of interactions between particular people across the world, with particular interests in particular aspects of sexuality studies, which is intended to shift and grow as others add their own perspectives by amending modules, adding new modules, or asking new questions.</p> <p>Regardless of the country in which they were born or were based, their sexual identity, race, ethnicity, or academic discipline, everyone engaged in course development was politically and intellectually committed to ensuring that developing-country scholars should not simply receive a global North view of CSS. And yet the Catch-22 here is that English is the dominant language of international study. Although the whole short course team, the CWG, and all other stakeholders were clear that locally available resources should be sourced and used whenever possible, the reality of the scoping studies carried out in the two pilot sites revealed that few suitable resources were available. Much of the work identified in Southeast Asia was not available in English translation, whereas a large amount of the work identified in sub-Saharan Africa was, in fact, research carried out in Africa but by individuals or institutions from the global North. Although this reiterated the need for an advanced course that would help developing-country academics develop their CSS theory and methodologies, it did little to help protect the short course from possible accusations of post-colonial dominance.</p> <p>Second, occasional claims that non-heteronormative or same-sex-attracted sexual identities were imported Western degradations of 'objective' local truths also arose during piloting. Calling homosexuality 'unAfrican' or 'Western' is one of the main associations used by political leaders as a device to create hostility towards, and devalue, homosexual people, and bundled together with anti-Western rhetoric and post-colonial politics (Padgug [<reflink idref="bib21" id="ref64">21</reflink>]; Reddy [<reflink idref="bib27" id="ref65">27</reflink>]). Within the parameters of the short course, a space opened up in which the perceived 'truths' of what was (and was not) 'Western' about homosexuality could be discussed. Participants could accept that engaging with the challenge of intellectual and theoretical debate was not the same as enforced or required acquiescence.</p> <p>Third, although the whole short course is built on a desire to promote active learning and local amendment and reworking of materials, each module is now delivered with complete instructions for any possible future facilitator. Thus, it is possible that a module could be presented 'by rote' by a facilitator with little or no personal intellectual commitment to either the material contained therein or active learning. Providing step-by-step instructions for every single module activity, plus lectures to be read where lecture material is to be delivered, could be seen as a desire to control modules despite the repeated commitment of the short course team to local adaptation and amendment. Nonetheless, a key learning from the short course piloting was that more guidance for facilitators was better than less, given that no one facilitator could be expected to be completely familiar with all the material covered in every module. The Phase Four roll-out of the course in 2011–2012 has provided opportunities for both direct delivery and considerable adaptation, revealing that the delivery flexibility available in the course has been possible and embraced by its new deliverers. (This part of the project will be the subject of a second paper after Phase Four is completed.)</p> <hd id="AN0086887190-12">Conclusion</hd> <p>Weeks ([<reflink idref="bib31" id="ref66">31</reflink>] [1986], 7) summarises sexuality as 'an historical construction' that:</p> <p>brings together a host of different biological and mental possibilities, and cultural forms – gender identity, bodily differences, reproductive capacities, needs, desires, fantasies, erotic practices, institutions and values – which need not be linked together, and in other societies have not been.</p> <p>In reference to this definition, the short course Introduction module notes that: 'Critical Sexuality Studies is the field that studies this evolving collection of acts, meanings, possibilities, needs, values and so on. The job of a sexuality studies scholar is to continue this investigation of sexuality as an ever-changing field' (Dowsett [<reflink idref="bib15" id="ref67">15</reflink>], 22). For all of the authors, involvement in the short course project proved the 'ever-changing' nature of this field beyond all doubt. The process of <emph>thinking</emph> and <emph>doing</emph> course development – from the abstraction of what and why through to the specifics of who, when, where, and how – required constant iteration and revision. The modules had to function as stand-alone objects, yet they also needed to provide coherence as a whole. Each module had to be both theoretically rigorous and promote active learning. We sought authority without didactism (Rubin [<reflink idref="bib28" id="ref68">28</reflink>], 22).</p> <p>Although one short course cannot claim to have filled completely the CSS gap in sexuality research and training, the quality, consistency, pedagogy, and flexibility of this course mark it as an important contribution to the field. All modules assert the contested and contextualised nature of sexuality through reference both to acknowledged key sources from the academy of the global North and to 'Southern' theorists (Connell [<reflink idref="bib7" id="ref69">7</reflink>]), wherever possible. All modules use active learning as a tool to encourage critical thinking and reflection among participants. All modules encourage participants to question what they hear, both in their working and daily lives, and within the module itself. The open nature of the short course, actively offering users the opportunity to amend and add materials as they see fit, is an attempt to ensure that locally available materials are used wherever possible. It is the hope of the project team that, as the course rolls out in Phase Four and as modules evolve and shift to suit local contexts, publication of amended modules will in turn contribute to challenging the developed world's dominance of sexuality studies. This is a work in progress.</p> <hd id="AN0086887190-13">Acknowledgements</hd> <p>We would like to acknowledge the contributions to this project of Barbara Klugman, the Ford Foundation and its headquarters and in-country staff; the members of the International Advisory Committee and the CWG; the members of the ARCSHS–IASSCS Collaboration Committee; the IASSCS Board; our partner organisations for the pilot, the Population Council, Kenya, and GAYa NUSANTARA, Indonesia; the administrative staff at ARCSHS and the IASSCS secretariat; La Trobe University for initial seeding funding support; and, finally, the wonderful participants in the two pilot courses in Mombasa and Surabaya – they made the whole thing live and breathe.</p> <ref id="AN0086887190-14"> <title> References </title> <blist> <bibl id="bib1" idref="ref2" type="bt">1</bibl> <bibtext> Aggleton, P. and Parker, R., eds. 2010. Routledge handbook of sexuality, health and rights, London: Routledge.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref3" type="bt">2</bibl> <bibtext> Altman, D.2008. Visions of sexual politics. Sexualities, 11(1–2): 24–7.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref4" type="bt">3</bibl> <bibtext> Bolton, R.1995. "Rethinking anthropology: The study of AIDS". In Culture and sexual risk: Anthropological perspectives on AIDS, Edited by: Ten Brummelhuis, H. and Herdt, G.285–314. Amsterdam: Gordon and Breach.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref10" type="bt">4</bibl> <bibtext> Boyce, P., Huang Soo Lee, M., Jenkins, C., Mohamed, S., Overs, C., Paiva, V., Reid, E., Tan, M. and Aggleton, P.2007. Putting sexuality (back) into HIV/AIDS: Issues, theory and practice. Global Public Health, 2(1): 1–34.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref16" type="bt">5</bibl> <bibtext> Coast, E.2007. Wasting semen: Context and condom use among the Maasai. 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SexualityStudies.net: Expanding open access to knowledge in the international field of Critical Sexuality Studies. Paper presented at the IASSCS VII Conference: Contested Innocence–Sexual Agency in Public and Private Space, April, in Hanoi, Vietnam</bibtext> </blist> <blist> <bibtext> Dempsey, D.2009. A short course in advanced sexuality theory and methodology in developing countries: Evaluation of pilots delivered in Mombasa, Kenya and Surabaya, Indonesia, Melbourne: Swinburne University of Technology.</bibtext> </blist> <blist> <bibtext> Di Mauro, D.2003. "Current trends and future directions in sexuality research training". In Handbook of sexuality research training initiatives, Edited by: Di Mauro, D., Herdt, G. and Parker, R.3–14. New York: Social Science Research Council.</bibtext> </blist> <blist> <bibtext> Dowsett, G.W.1996. Practicing desire: Homosexual sex in the era of AIDS, Stanford, CA: Stanford University Press.</bibtext> </blist> <blist> <bibtext> Dowsett, G.W.2003. Some considerations on sexuality and gender in the context of HIV/AIDS. Reproductive Health Matters, 11(22): 1–9.</bibtext> </blist> <blist> <bibtext> Dowsett, G.2009. Facilitator notes: Introduction, Melbourne: ARCSHS.</bibtext> </blist> <blist> <bibtext> Dowsett, G.W., Aggleton, P., Abega, S.-C., Jenkins, C., Marshall, T.M., Runganga, A., Schifter, J., Tan, M.L. and Tarr, C.M.1998. Changing gender relations among young people: The global challenge for HIV/AIDS prevention. Critical Public Health, 8(4): 291–309.</bibtext> </blist> <blist> <bibtext> Fletcher, G.2008. Short course in advanced sexuality theory and methodology in developing countries: Curriculum working group meeting report, Melbourne: ARCSHS.</bibtext> </blist> <blist> <bibtext> Fletcher, G.2011. The cultural queasiness factor: Examining intersections of gender, sexuality and HIV prevention in Burma/Myanmar. Asian Studies Review, 35(2): 189–207.</bibtext> </blist> <blist> <bibtext> IASSCS/ARCSHS. 2006. Application to the Ford Foundation from the International Association for the Study of Sexuality, Culture and Society, in conjunction with the Australian Research Centre in Sex, Health and Society, La Trobe University, Melbourne, Lima and Melbourne: IASSCS/ARCSHS.</bibtext> </blist> <blist> <bibtext> International Commission of Jurists. 2007. The Yogyakarta Principles: Principles on the application of international human rights law in relation to sexual orientation and gender identity, Yogyakata: ICJ.</bibtext> </blist> <blist> <bibtext> Padgug, R.A.1979. Sexual matters: On conceptualizing sexuality in history. Radical History Review, 1979(20): 3–23.</bibtext> </blist> <blist> <bibtext> Parker, R. and Aggleton, P., eds. 2007. Culture, society and sexuality: A reader, London and New York: Routledge.</bibtext> </blist> <blist> <bibtext> Patton, C.2002. Globalizing AIDS, 1st ed., Minneapolis: University of Minnesota Press.</bibtext> </blist> <blist> <bibtext> Person, E.1999. The sexual century, New Haven, CT: Yale University Press.</bibtext> </blist> <blist> <bibtext> Rahman, M. and Jackson, S.2010. Gender & sexuality: Sociological approaches, Cambridge, UK and Malden, MA: Polity Press.</bibtext> </blist> <blist> <bibtext> Ramsden, P.2003. Learning to teach in higher education, London and New York: RoutledgeFalmer.</bibtext> </blist> <blist> <bibtext> Reddy, V.2002. Perverts and sodomites: Homophobia as hate speech in Africa. Southern African Linguistics and Applied Language Studies, 20(3): 163–75.</bibtext> </blist> <blist> <bibtext> Rubin, G.2011. Blood under the bridge: Reflections on 'Thinking Sex'. GLQ: A Journal of Lesbian and Gay Studies, 17(1): 15–48.</bibtext> </blist> <blist> <bibtext> Slavin, S., and G.W. Dowsett. 2009. AIDS, families and human relations: A short course on advanced sexuality theory and innovative research methodologies. Paper presented at the IASSCS VII Conference: Contested Innocence–Sexual Agency in Public and Private Space, April, in Hanoi, Vietnam</bibtext> </blist> <blist> <bibtext> Treichler, P.A.1999. How to have theory in an epidemic: Cultural chronicles of AIDS, Durham, NC: Duke University Press.</bibtext> </blist> <blist> <bibtext> Weeks, J.2003 [1986]. Sexuality, 2nd ed., London: Routledge.</bibtext> </blist> <blist> <bibtext> WHO. 2006. Defining sexual health: Report of a technical consultation on sexual health, Geneva: World Health Organisation.</bibtext> </blist> </ref> <ref id="AN0086887190-15"> <title> Footnotes </title> <blist> <bibtext> <sups>1.</sups> Gary Dowsett, a sexuality and HIV/AIDS sociologist, had recently taken up a post in the Department of Sociomedical Sciences at Columbia University; Barbara Klugman, a reproductive health specialist, had just taken up a Program Officer's post at the Ford Foundation, with a portfolio focused on sexuality. Hers was a new portfolio, and its programme had not yet been fully developed.</bibtext> </blist> <blist> <bibtext> <sups>2.</sups> Dowsett was Project Director; Sean Slavin, a Senior Research Fellow at ARCSHS, became Project Coordinator and its full-time staff member. Gillian Fletcher, Research Fellow, completed the project after Slavin's departure towards the end of Phase Three and remains involved in Phase Four as a member of the IASSCS Research and Training Sub-Committee.</bibtext> </blist> <blist> <bibtext> <sups>3.</sups> The short course materials will eventually move to the IASSCS website during the course of 2012.</bibtext> </blist> <blist> <bibtext> <sups>4.</sups> The name and membership of the Collaboration Committee changed over the life of the project, but members included Dowsett (Committee Co-Chair) and Slavin from La Trobe University, Carlos Caceres (then President of IASSCS and Committee Co-Chair), Saskia Wieringa (Past President of IASSCS) in Phase One, Diane di Mauro (Current President of IASSCS), Huso Yi (Founding Member of IASSCS), and Ruth Iguiniz (Executive Secretary, IASSCS).</bibtext> </blist> <blist> <bibtext> <sups>5.</sups> We would note here the impetus this received not only from HIV and AIDS but also from the Fourth World Conference on Women, held in Beijing in 1995, which firmly linked reproductive health and sexuality; and from WHO renovating its working definition of sexual health in 2002, which also saw working definitions of sexuality and sexual rights added (WHO [32]).</bibtext> </blist> <blist> <bibtext> <sups>6.</sups> These Scoping Study reports and the Pre-course Scoping Study format are also available from the project website (<ulink href="http://www.sexualitystudies.net">www.sexualitystudies.net</ulink>).</bibtext> </blist> <blist> <bibtext> <sups>7.</sups> The list of modules is not intended to be 'definitive'; the hope of the project team is that others will be inspired to go on and develop their own modules in future. Indeed, when the course was run in South Africa as part of Phase Four, a new module was developed titled HIV and Sexuality.</bibtext> </blist> <blist> <bibtext> <sups>8.</sups> Vietnam was the location for a Phase Four course roll-out in 2011.</bibtext> </blist> </ref> <aug> <p>By Gillian Fletcher; GaryW. 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  Group: Date
  Data: 2013
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative<br />Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Sexuality%22">Sexuality</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22International+Cooperation%22">International Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Education%22">Sex Education</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Cooperation%22">Institutional Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Christianity%22">Christianity</searchLink><br /><searchLink fieldCode="DE" term="%22Islam%22">Islam</searchLink><br /><searchLink fieldCode="DE" term="%22Civil+Rights%22">Civil Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+Identity%22">Sexual Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Youth%22">Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Masculinity%22">Masculinity</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Policy%22">Public Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink><br /><searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/14681811.2012.742847
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1468-1811
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Critical Sexuality Studies is an emerging field of academic enquiry linked to an international network of advocacy agencies, activists, and political issues. This paper reports on the development of an advanced short course in sexuality theory and research, drawing on Critical Sexuality Studies and aiming directly at academics in developing countries working in sexuality issues. Over a three-year period, a new curriculum was developed by an international team. The course was piloted in two continents, refined, revised, and released globally under a Creative Commons licence in 2010 on a dedicated website. This paper documents the project and its progress to date. (Contains 5 figures and 8 notes.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 32
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1012672
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1012672
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        Value: 10.1080/14681811.2012.742847
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 319
    Subjects:
      – SubjectFull: Sexuality
        Type: general
      – SubjectFull: Course Descriptions
        Type: general
      – SubjectFull: Developing Nations
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Sex Education
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      – SubjectFull: Gender Issues
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      – SubjectFull: Research Methodology
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        Type: general
    Titles:
      – TitleFull: Advancing Sexuality Studies: A Short Course on Sexuality Theory and Research Methodologies
        Type: main
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            NameFull: Dowsett, Gary W.
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            NameFull: Duncan, Duane
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            NameFull: Corboz, Julienne
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            – TitleFull: Sex Education: Sexuality, Society and Learning
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