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Appears in Collections:Communications, Media and Culture Journal Articles
Peer Review Status: Refereed
Title: Making it Safe to Think Differently About Sex in the Academy
Author(s): Amy-Chinn, Dee
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Keywords: Communication in organizations
Communication in management
Feminist theory
Women in communication.
Issue Date: Sep-2006
Date Deposited: 11-Mar-2013
Citation: Amy-Chinn D (2006) Making it Safe to Think Differently About Sex in the Academy. Discourse, 6 (1), pp. 189-209.
Abstract: First paragraph: How do we create a space in the Academy in which it is safe for our students to think differently about issues of gender and sexuality that are foundational to their existence in the world? Culture, Gender and Sexuality is an interdisciplinary module open to second and third year undergraduates at the Westminster Institute of Education at Oxford Brookes University. The Institute takes as its remit the promotion of study in the area of human development and learning, and is keen to promote interdisciplinary work. The explicit remit of the Culture, Gender and Sexuality module is "to critique traditional and static understandings of gender and sexuality, drawing on a diversity of disciplines, including those of gender studies, critical theory, queer theory, feminist theology and feminist criticism" (emphasis mine). It was developed to be taught in the fields of Theology and Religious Studies which, from 2006, will be amalgamated under the title Religion, Culture and Ethics, but given its inter-disciplinary nature it was made acceptable to students in the field of Communication, Media and Culture - many of whom (as evidenced by choice of assignment topics in other modules) have an interest in the subject area. The module sets out to destabilize notions of biological sex, 'trouble' gender (Butler: 1990) and open up debate around sexualities. In doing so the module (which runs for 12 weeks) seeks to challenge some of the most fundamental assumptions that govern our identities.
Rights: This is the pre-peer reviewed version of the following article: Discourse, 6 (1), pp. 189-209, 09/2006, published by The Higher Education Academy, and which has been published in final form at

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