Jump to ContentJump to Main Navigation
The Sex Education Debates$
Users without a subscription are not able to see the full content.

Nancy Kendall

Print publication date: 2012

Print ISBN-13: 9780226922270

Published to Chicago Scholarship Online: September 2013

DOI: 10.7208/chicago/9780226922294.001.0001

Show Summary Details
Page of

PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 18 September 2021

No Idea Is Bad, No Opinion Is Wrong, but Knowledge Is Power: Sex Education in Wisconsin

No Idea Is Bad, No Opinion Is Wrong, but Knowledge Is Power: Sex Education in Wisconsin

(p.86) 5 No Idea Is Bad, No Opinion Is Wrong, but Knowledge Is Power: Sex Education in Wisconsin
The Sex Education Debates

Nancy Kendall

Kathleen Elliott

University of Chicago Press

This chapter examines one classroom that was being co-taught by two teachers at Fontaine High School in Wisconsin. During the 2009–10 academic year, the classroom teacher, Mrs. Shane, was hosting Mr. Kelly, who was completing his student teaching. This situation allowed for a fruitful comparison of two teachers' curricular and pedagogical approaches and classroom-management styles as directed toward the same group of students, and a comparison of the same students' responses to two different teachers. The chapter shows that the interactions and conversational patterns in Mrs. Shane and Mr. Kelly's classroom were shaped by a tension between Comprehensive Sexuality education ideals of human rights and equality on the one hand, and of scientific truth and rationality on the other. The process of translating these ideals into classroom interactions was influenced by relations of power and authority among teachers, students, and visitors, each of whom was marked by their age, gender, race, class, sexual identity, and life experiences.

Keywords:   sex education, pedagogical approaches, classroom management

Chicago Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.