Watching six-packs, chilling together, spreading rumours: enacting heteronormativity through secondary school friendships and teaching practices

This paper explores the ways in which heteronormativity is enacted through friendships and teaching practices in and around secondary schools. Based on ethnographic fieldwork conducted in three schools in the Netherlands, it describes heteronormativity as relational and situational. Among pupils, heteronormativity was presupposed yet also made in practices of forming, consolidating or ending friendships. Relations between teachers and pupils showed heteronormativity to be differentiated across contexts: in two schools heterosexuality was drawn upon to ease teaching relations, while at a third school it was seen as a hindrance to academic achievement and therefore relegated to the private sphere. Arguing that heteronormativity is enacted in realms of social life that are often desexualised, those of friendship and pedagogy, this paper breaks with the tendency to produce singular accounts of heteronormativity and its effect in schools

Secularist understandings of Pentecostal healing practices in Amsterdam:Developing an intersectional and post-secularist sociology of religion

The past decades have seen an intensification of debate around migrants, gender and sexuality. For the Netherlands, several authors have pointed out how this has given rise to a form of sexual nationalism whereby the idea of being a modern, progressive country is strongly linked to a program of liberal sexual values and offset against a presumably 'backward' migrant who is 'still' religious and traditional. In this article, the author analyses how these dynamics played out in the controversy around HIV-healings or homo healings supposedly taking place in Pentecostal churches in Amsterdam. Media attention highlighted the theme of homosexuality while forgetting the interests of women. This article shows that the sexual nationalism scheme was also operative here, and proposes further developing existing approaches as intersectional 'post-secularist' sociological perspectives aimed at unearthing the ways narratives of modernity, secularization and sexual nationalism structure attitudes towards migrant and religious actors both in social scientific research agendas and among societal actors

Including Diversity? The politics of sex education in the Netherlands

The Netherlands is internationally regarded as a country that successfully addresses issues of youth and sexuality. The most recent survey into youth and sexuality, Sex under the age of 25 (de Graaf et al., 2017), showed relatively good contraceptive behavior and low rates of STDs and unwanted pregnancies. Statistics show, for example, that in the Netherlands in 2015, 3.2 per 1,000 girls gave birth before they reached the age of 20 (Centraal Bureau voor de Statistiek, 2016), which makes the percentage of teenage pregnancies among the lowest in the world.Such outcomes, which have been relatively stable over time, have made the Netherlands famous for its sexually healthy youth – the country is often ascribed a guiding role in these issues (Harbers, 2006). Dutch sex education programs have been upheld by the United Nations as exemplary (Kivela et al., 2011), and curricula deriving from Dutch programs are now used in at least 12 countries, including Vietnam, Burundi and Malawi (Vanwesenbeeck et al., 2015). In 2016 alone, 7.1 million youths were reached through sex education programs that were supported by the Netherlands (Ministry of Foreign Affairs, 2017) and sex education has been named one of the most successful ‘export products’ (Ohlrichs, 2015).This chapter seeks to question the guiding role that the Netherlands has taken in sex education, and explicates the effects of this narrative on practices of sex education in classrooms. To do so it first sketches the recent history of sexuality in the Netherlands; it then explains the favorable youth sexual health outcomes,and lastly shows how it is practiced by zooming in on two cases derived from ethnographic fieldwork in secondary schools

What else can sex education do? Logics and effects in classroom practices

Comprehensive sex education (CSE) has been heralded as effective in promoting sexually healthy behaviour in youth. At the same time, it has also been countered by critique, indicating that CSE is not a neutral vehicle for the transmission of knowledge. To think sex education outside this opposition of health intervention and critique, this article asks: What else can sex education do? Three ethnographic cases from secondary schools in the Netherlands showed the school to be a space/time for sexuality, showed how sexual knowledge is produced and used in class, and how sex education plays into and depends on processes of (gendered) popularity. In addition, the analysis pointed to the ways in which comprehensive sex education in practice (re)produces ethnic characterizations of sexuality. Finally, the analysis of sex education in practice complicated the ways in which sex education is conceptualized and measured as a health intervention

Sexting vanuit het perspectief van jongeren: Lessen voor de professionele praktijk

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Seksuele ontwikkeling en diversiteit: een literatuurstudie naar de rol van opleidingsniveau en school

In deze rapportage wordt verslag gedaan van een literatuuronderzoek dat is uitgevoerd in opdracht van het Fonds Wetenschappelijk Onderzoek Seksualiteit (FWOS). Het betreft een inventarisatie en interpretatie van literatuur over seksuele ontwikkeling van jongeren. Het FWOS heeft besloten tot het subsidiëren van vier literatuurstudies, die allen een specifiek domein binnen het thema beschrijven. Dit rapport betreft het domein opleidingsniveau en school