‘That happened to me too’: young people’s informal knowledge of diverse genders and sexualities

Byron, P; Hunt, J

‘That happened to me too’: young people’s informal knowledge of diverse genders and sexualities

Byron, P

Hunt, J

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Publication Type:: Journal Article
Citation:: Sex Education, 2017, 17 (3), pp. 319 - 332
Issue Date:: 2017-05-04

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Field	Value	Language
dc.contributor.author	Byron, P https://orcid.org/0000-0001-6591-3060	en_US
dc.contributor.author	Hunt, J	en_US
dc.date.issued	2017-05-04	en_US
dc.identifier.citation	Sex Education, 2017, 17 (3), pp. 319 - 332	en_US
dc.identifier.issn	1468-1811	en_US
dc.identifier.uri	http://hdl.handle.net/10453/109288
dc.description.abstract	© 2017 Informa UK Limited, trading as Taylor & Francis Group. This paper explores how young people of diverse genders and sexualities share information about sex, sexualities and genders. Formal approaches to education often fail to consider young people’s communication and information exchange practices, including the circulation of peer knowledge through social media. In the wake of recent Australian backlash against the Safe Schools Coalition, we can observe how homophobia and queerphobia in the broader community can impact upon young peoples’ ability to learn about themselves and their bodies through formal education. Yet young people of diverse genders and sexualities can be observed to support each other in peer spaces, utilising their knowledge networks. This paper explores young people’s informal learning practices, the capacity of peer networks to support and educate young people, and the challenges of recognising such networks in a culture in which health and education discourses present them as ‘risk subjects’ rather than ‘health agents’. These issues are discussed in relation to our own experiences in research and health promotion, including one author’s role as a youth peer educator. Drawing on our workplace experiences, we provide a number of anecdotal examples which highlight the complexities of informal knowledge practice and information circulation, and the ways these can challenge and reform professional health, education, and research approaches.	en_US
dc.relation.ispartof	Sex Education	en_US
dc.relation.isbasedon	10.1080/14681811.2017.1292899	en_US
dc.subject.classification	Public Health	en_US
dc.title	‘That happened to me too’: young people’s informal knowledge of diverse genders and sexualities	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	17	en_US
utslib.for	1117 Public Health and Health Services	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1699 Other Studies in Human Society	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/IKM and Digital Studies Program
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	17	en_US

Abstract:

© 2017 Informa UK Limited, trading as Taylor & Francis Group. This paper explores how young people of diverse genders and sexualities share information about sex, sexualities and genders. Formal approaches to education often fail to consider young people’s communication and information exchange practices, including the circulation of peer knowledge through social media. In the wake of recent Australian backlash against the Safe Schools Coalition, we can observe how homophobia and queerphobia in the broader community can impact upon young peoples’ ability to learn about themselves and their bodies through formal education. Yet young people of diverse genders and sexualities can be observed to support each other in peer spaces, utilising their knowledge networks. This paper explores young people’s informal learning practices, the capacity of peer networks to support and educate young people, and the challenges of recognising such networks in a culture in which health and education discourses present them as ‘risk subjects’ rather than ‘health agents’. These issues are discussed in relation to our own experiences in research and health promotion, including one author’s role as a youth peer educator. Drawing on our workplace experiences, we provide a number of anecdotal examples which highlight the complexities of informal knowledge practice and information circulation, and the ways these can challenge and reform professional health, education, and research approaches.

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http://hdl.handle.net/10453/109288