Not just homophobia with Prof David Evans, OBE NTF Queen's Nurse

Thinking about sexualities

The various non-heterosexual phobias and QueerHatred are dependant on particular understandings - some might argue: misunderstandings - of sexuality. So, have you ever thought about whether sexuality has different dimensions or perspectives? Certainly many social scientists, educationalists, psychiatrists and Lesbian and Gay Theorists have! For decades there has been a keen debate about whether sexual orientation is "nature or nurture": were we "born that way" (immutability) or become that way (social constructionism) (Wintemute, 1997).

But this sort of thinking taps into deeper notions and culturally held assumptions that everyone is heterosexual to start with, so to speak, unless somehow proved otherwise i.e. until someone "comes out" as different. That, in itself, is a form of heterosexism, i.e. the automatic assumption that everyone is straight.

What do you consider to be the key dimensions of "sexuality"?

There are at least these 4 key aspects or dimensions of the term "sexuality" worth us considering, because the 4 dimensions throw a completely new light on the whole notion of any one "coming out" or the need to do so. Of course the notion of "coming out" is often deemed a western practice, which may have very different connotations - and implications - for different peoples, especially for those in families, cultures, countries or religions intolerant to anything other than (procreative) heterosexuality (whether at home or abroad). Equally so, too, a critique of the whole concept called "coming out" leads Queer Theorists to ask: what are we expecting people to "come out" from - and come out into?

Useful resources

You may find it worthwhile working through some other Spark pages of mine, to give wider considerations about Sexualities, Genders and Identities, including a safeguarding perspective and sexual health for young people. If not when you finish this current resource, you can always return to them later time, as and when you need.

Of course, when it comes to gender health as well as sexual and sexualities' health, we are all unique and different, and we each sit at an intersectional crossroads in life made up of the wider environment and culture in which we live. Just in case you are wondering what the term "intersectionality" means, here's a really good, brief, video.

But in the spirit of critical analysis, look at a totally different take on the concept of intersectionality. Mmmm?!  Might this be a case of sour grapes (or "virtue signalling" - see below)? Think of the various categories of oppression that exist within the concept of intersectionality, and then consider those people who do not share these characteristics, who then see the theory as an attack on them, an attack on their positionality of privilege.

And remember! Gender health and sexual well-being are important to each and every person on the planet. For some / many people, what they learn or experience as young people can have implications across the life course. For yourselves, as education students - (future) teachers of young people - sadly, you may see some of the more negative situations facing people in life, such as in sexual, sexuality or gender inequalities and discrimination; unplanned, unwanted or unconsented outcomes of sex. With the new emphasis on Relationship and Sex Education in schools, it is important to challenge any form of erotophobia (fears of sex - or even talking about it) and to be sex positive in the messages you deliver.

It is important, therefore, that you - personally - look after yourselves and each other. Make sure you access good support especially to help you reflect on issues concerning or troubling you. When you reach the brief video "What difference can I make", below, and consider how although the outside circle of reflection is focused on you, as practitioners, when YOU are the professional working with clients; you might equally be a client yourself, when the PLISSIT dimension of the model is right and fitting for you!

Although the Extended PLISSIT - and the original PLISSIT - models were made for clinical services, such as psychosexual counselling and sexual health practitioners, they have been adapted and represented in educational ways, too, such as for teachers and young people's workers, and they demonstrate a good practice guide to enable you to deliver and manage your provision of Relationship and Sexuality Education across the age ranges of young people you work with.