Picturing Sex Education: Notes on the Politics of Visual Stratification
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| Title: | Picturing Sex Education: Notes on the Politics of Visual Stratification |
|---|---|
| Language: | English |
| Authors: | Janssen, Diederik F. |
| Source: | Discourse: Studies in the Cultural Politics of Education. Dec 2006 27(4):495-514. |
| 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: | 20 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Sex Education, Models, Social Stratification, Social Organizations, Foreign Countries, Semiotics, Case Studies, Postmodernism, Textbook Evaluation, Curriculum Evaluation, Visual Aids, Pictorial Stimuli, Visual Learning, Politics of Education |
| Geographic Terms: | Germany, Netherlands, United Kingdom |
| DOI: | 10.1080/01596300600988762 |
| ISSN: | 0159-6306 |
| Abstract: | This paper addresses the scarcity of research on depictions and layout in sex education materials. It is argued that pictures and layout can inform an analysis of social stratification based on visual access. This process of social organization is located using four theoretical models. However these models do not lend themselves to a close reading of graphical strategies. To illustrate how pictures operate, three European works are subjected to a comparative semiotic analysis: "Zeig Mal!" (Germany, 1974), "Vies is lekker" (Holland, 1979), and "Questions children ask and how to answer them" (UK, 1997). It is concluded that the works examined inform three pedagogical paradigms of sex education: liberationism, post-structuralism, and stratificationism. These paradigms are discussed in relation to three known paradigms of analysing power (sovereign power, discipline, and control) and a newly discussed paradigm of ultrastructural confinement. (Contains 15 notes.) |
| Abstractor: | As Provided |
| Number of References: | 53 |
| Entry Date: | 2009 |
| Accession Number: | EJ831836 |
| Database: | ERIC |
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| Abstract: | This paper addresses the scarcity of research on depictions and layout in sex education materials. It is argued that pictures and layout can inform an analysis of social stratification based on visual access. This process of social organization is located using four theoretical models. However these models do not lend themselves to a close reading of graphical strategies. To illustrate how pictures operate, three European works are subjected to a comparative semiotic analysis: "Zeig Mal!" (Germany, 1974), "Vies is lekker" (Holland, 1979), and "Questions children ask and how to answer them" (UK, 1997). It is concluded that the works examined inform three pedagogical paradigms of sex education: liberationism, post-structuralism, and stratificationism. These paradigms are discussed in relation to three known paradigms of analysing power (sovereign power, discipline, and control) and a newly discussed paradigm of ultrastructural confinement. (Contains 15 notes.) |
|---|---|
| ISSN: | 0159-6306 |
| DOI: | 10.1080/01596300600988762 |
