Sexual tension : the imagined learner projected through the recontextualising of sexual knowledge into pedagogic communication in two curricula in South Africa and Ontario, Canada

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dc.contributor.advisorHoadley, Ursula Kateen_ZA
dc.contributor.authorThompson, Andreaen_ZA
dc.date.accessioned2015-05-28T12:30:28Z
dc.date.available2015-05-28T12:30:28Z
dc.date.issued2014en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThis study conducts a textual analysis of the structure and discourses present in two sets of sex education curriculum documents - one from South Africa and one from Ontario, Canada. It did so to make visible the imagined learner projected by these curricula in the recontextualising of sexual knowledge into pedagogic communication. Using a deductive framework built on Basil Bernstein’s concepts of classification, framing, vertical and horizontal discourse and instructional and regulative discourse to recognise the structure, and an inductive coding process complemented by Louisa Allen’s discourse of erotics to recognise the discourses and strategic silences present and absent, it concludes that the imagined learner would have a sex negative, context independent orientation to meaning, be heterosexual and not yet be sexually active. The study problematises this learner, presenting statistical evidence that the vertical discourse of the school is significantly disconnected from the horizontal discourse of the everyday. The research raises questions about the role of recontextualising in reproducing a sex negative hegemonic discourse of adolescent sexuality and, through a unique coding scheme, provides a framework for recognising the relative implicitness and explicitness of regulative discourses and their respective relations to power and control over sexual knowledge.en_ZA
dc.identifier.apacitationThompson, A. (2014). <i>Sexual tension : the imagined learner projected through the recontextualising of sexual knowledge into pedagogic communication in two curricula in South Africa and Ontario, Canada</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/13027en_ZA
dc.identifier.chicagocitationThompson, Andrea. <i>"Sexual tension : the imagined learner projected through the recontextualising of sexual knowledge into pedagogic communication in two curricula in South Africa and Ontario, Canada."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2014. http://hdl.handle.net/11427/13027en_ZA
dc.identifier.citationThompson, A. 2014. Sexual tension : the imagined learner projected through the recontextualising of sexual knowledge into pedagogic communication in two curricula in South Africa and Ontario, Canada. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Thompson, Andrea AB - This study conducts a textual analysis of the structure and discourses present in two sets of sex education curriculum documents - one from South Africa and one from Ontario, Canada. It did so to make visible the imagined learner projected by these curricula in the recontextualising of sexual knowledge into pedagogic communication. Using a deductive framework built on Basil Bernstein’s concepts of classification, framing, vertical and horizontal discourse and instructional and regulative discourse to recognise the structure, and an inductive coding process complemented by Louisa Allen’s discourse of erotics to recognise the discourses and strategic silences present and absent, it concludes that the imagined learner would have a sex negative, context independent orientation to meaning, be heterosexual and not yet be sexually active. The study problematises this learner, presenting statistical evidence that the vertical discourse of the school is significantly disconnected from the horizontal discourse of the everyday. The research raises questions about the role of recontextualising in reproducing a sex negative hegemonic discourse of adolescent sexuality and, through a unique coding scheme, provides a framework for recognising the relative implicitness and explicitness of regulative discourses and their respective relations to power and control over sexual knowledge. DA - 2014 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - Sexual tension : the imagined learner projected through the recontextualising of sexual knowledge into pedagogic communication in two curricula in South Africa and Ontario, Canada TI - Sexual tension : the imagined learner projected through the recontextualising of sexual knowledge into pedagogic communication in two curricula in South Africa and Ontario, Canada UR - http://hdl.handle.net/11427/13027 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13027
dc.identifier.vancouvercitationThompson A. Sexual tension : the imagined learner projected through the recontextualising of sexual knowledge into pedagogic communication in two curricula in South Africa and Ontario, Canada. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2014 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13027en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleSexual tension : the imagined learner projected through the recontextualising of sexual knowledge into pedagogic communication in two curricula in South Africa and Ontario, Canadaen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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