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  • 1.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Access and gatekeeping in researching children's sexuality: Mess in ethics and methods2014In: Sexuality & Culture, ISSN 1095-5143, E-ISSN 1936-4822, Vol. 18, no 2, p. 291-309Article in journal (Refereed)
    Abstract [en]

    There is a general idea that research methods help researchers investigate realities “out there”. Recent arguments, however, suggest that research methods are themselves productive, i.e., we can learn about a research topic by investigating aspects and details of the methods used in a research process. The present text investigates methods for gaining access to a research field in a project examining young children’s own (age 9–12 years) notions of sexuality. The article explores how and by whom the issue of children and sexuality is enacted as sensitive when trying to negotiate access to the research field. A whole variety of actors are involved in enacting children’s sexuality: institutions, groups of people, individuals, images, and architectural arrangements. The analysis reveals relationships in which fears, responsibilities, and the cultural attribution of vulnerability (sensitivity) are negotiated by adults, children, and the researcher.

  • 2.
    Tholander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Tour, Ninni
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Lessons in casual sex: Narratives of young Swedish women2019In: Sexuality & Culture, ISSN 1095-5143, E-ISSN 1936-4822, p. 1-21Article in journal (Refereed)
    Abstract [en]

    This study focuses on the narratives of four young Swedish women who were interviewed about their experiences of heterosexual casual sex. The analyses are based on a phenomenological approach and provide insight into a highly complex sexual practice, which the participants often portray as having lacked transparent communication, balance of power, and satisfying sex – three key dimensions of an everyday “sexual democracy.” However, the participants also claim to have dealt with these problematic issues, hence pointing to the socializing role that early sexual experiences have for young women. Thus, if the participants’ own perspectives of events are accepted, sexual empowerment might best be understood as individually colored, experience-based, developmental processes rather than as something that is brought about primarily through collective, formal sex education.

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