Seksualundervisning på ungdomsuddannelser: En kvalitativ undersøgelse af Sexualisternes undervisningspraksis
Oversat titel
Sex Education in Upper Secondary Schools: A Qualitative Study of Sexualisternes Educational Practice
Forfattere
Kyndesen, Sune Wilkenskjeld ; Walther, Trine Mohr
Semester
4. semester
Uddannelse
Udgivelsesår
2025
Afleveret
2025-05-28
Antal sider
79
Abstract
Specialet undersøger, hvordan den ung-til-ung-baserede undervisergruppe Sexualisterne medvirker til at reproducere, forhandle eller udfordre diskurser om problematisk seksuel adfærd på danske ungdomsuddannelser. Med afsæt i klasseobservationer og fokusgruppeinterviews analyseres tre områder: seksuel risikoadfærd, grænseoverskridende adfærd og diskriminerende adfærd. Studiet er forankret i en socialkonstruktivistisk forståelse med hermeneutiske elementer og anvender en adaptiv metodisk tilgang, der lader begreber udvikle sig i tæt dialog med empirien. Teoretisk kombineres Stuart Halls teori om encoding/decoding med Erving Goffmans dramaturgiske begreber for at belyse både de strukturelle intentioner i undervisningen og de sociale dynamikker, hvorigennem de tolkes og forhandles. Fundene peger på, at Sexualisterne overvejende udfordrer dominerende normer, men til tider utilsigtet reproducerer de diskurser, de søger at bryde med—f.eks. ved at vægte hormonel prævention højt frem for kondombrug, hvilket forstærker en kønnet ansvarslogik. Øvelser, der skal fremme relationel forståelse af samtykke, opfattes ofte af elever som sociale tests frem for fælles refleksion. Normkritiske budskaber om bl.a. kønsmangfoldighed og slutshaming møder ofte modstand, hvilket indikerer, at hegemoniske normer er dybt indlejret i unges sociale miljøer. Samtidig er digital sikkerhed næsten fraværende i undervisningen, trods dens centrale plads i elevernes hverdag og i nationale retningslinjer. Specialet konkluderer, at Sexualisternes pædagogiske tilgang udgør en meningsfuld forbedring i forhold til mere traditionelle modeller for seksualundervisning, men at mulighederne for reel forhandling begrænses af sejlivede diskurser i elevkonteksten.
This thesis examines how Sexualisterne—a peer-led collective of young sex educators—contribute to the reproduction, negotiation, or contestation of discourses around problematic sexual behaviour in Danish upper secondary education. Drawing on classroom observations and focus group interviews, the analysis focuses on three domains: sexual risk behaviour, transgressive behaviour, and discriminatory behaviour. The study is grounded in a social constructivist epistemology with hermeneutic elements and employs an adaptive methodological approach that allows sensitizing concepts to evolve in close dialogue with the empirical material. The theoretical framework combines Stuart Hall’s encoding/decoding with Erving Goffman’s dramaturgical concepts to illuminate both the structural intentions embedded in teaching and the social dynamics through which these intentions are interpreted and negotiated. Findings indicate that while Sexualisterne mainly challenge dominant norms, they sometimes unintentionally reproduce the very discourses they seek to disrupt—for example, by emphasizing hormonal contraception over condom use, reinforcing a gendered distribution of contraceptive responsibility. Exercises intended to foster a relational understanding of consent are often interpreted by students as social tests rather than opportunities for mutual reflection. Norm-critical messages, particularly regarding gender diversity and slut-shaming, frequently meet resistance, suggesting that hegemonic norms remain deeply embedded in youth social environments. Digital safety is almost absent from lessons, creating a gap with both students’ everyday lives and national curriculum guidance. The thesis concludes that Sexualisterne’s pedagogical approach represents a meaningful improvement over more traditional sex education models, yet their capacity to facilitate genuine negotiation is constrained by entrenched discourses within the student context.
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