Normalising Non-Normativity?

Abstract: In this study five upper-secondary school teachers have been interviewed on their methods for teaching on and integrating aspects of sex education in their respective subjects. The aim has been to examine how participants relate to norm-critical aspects that are part of the general syllabus and guidelines on teaching sex education as well as how their methods relate to non-normative and anti-oppressive pedagogical theories. To analyse the data I have used feminist critical discourse analysis alongside the framework of the aforementioned pedagogical theories. The results of the analysis show that gender and sexuality is a highly prevalent topic for the participants when using norm-critical perspectives, yet bears different connotations for different teachers. Varying approaches to non-normative and anti-oppressive pedagogy are used by the participants. The findings in this study indicate a shift towards an increasing normalisation of non-normative discourses in upper-secondary schools sex education.