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Novel forms of social media created 'by-and-for' women offer potentially new ways of communicating and constructing sex education. In this paper, we consider how Instagram is being used by sex educators to deploy discourses of resistance and erotics to educate about sex. Our method consisted of a combined critical discourse (CDA) and content analysis of Instagram posts (n = 200) from a small sample of influential feminist/queer sex education accounts that use informative text and illustration-based posts. Framed by Carmody's concept of ethical erotics, we identify four discursive categories in such Instagram content: pleasure positivity; communication and dynamic consent; sex as an experience not a performance; and challenging heteronormative constructions of sex. We argue that the affordances of Instagram provide a platform for the promotion of sex education that centres pleasure and ethical erotics to rectify limited and harmful heteronormative representations of sexuality. [ABSTRACT FROM AUTHOR]

Lesbian, bisexual, transgender, queer and asexual (LGBTQA+) Australians are vulnerable to religion-based attempts to change or suppress their sexuality and/or gender identity, including conversion ideology messaging in school-based sex education. Conversion bans are currently being debated across the country. This paper reports on a critical survivor-driven study which retrospectively explored Australian LGBTQA+ youth exposure to conversion practices both within and outside of education settings. It privileges the perspectives of self-titled 'survivors' of conversion ideology and practices through the use of a reference group and constructivist grounded theory. Qualitative data were collected 20 from Australian LGBTQA+ conversion ideology and/or practice survivors aged 18 years and over, using focus groups and 35 individual interviews between 2016 and 2020. In conversion-promoting religious contexts including education institutions and groups, messages concerning sexuality and gender changed as individuals grew older and were drawn into more/enclosed settings in which core conversion messages of LGBTQA+ 'brokenness' were prevalent. While individuals progressed through the conversion experience in different ways, their experience was characterised by the absence of any form of affirming LGBTQA+ education – enabling conversion itself to become their LGBTQA+ (mis)information source. School policy addressing conversion, alongside enhanced provision of affirmative age-appropriate gender and sexuality education, may mediate this issue. [ABSTRACT FROM AUTHOR]

This article examines how non-fiction children’s television programmes portray bodily changes and sexuality at puberty. Engaging with the body and the sexuality of children in the broadcast media raises cultural and social challenges. Public concern about social morality and the ‘sexualisation of children’, sexual objectification and pornography, together with the construction of childhood as a naïve pre-sexual stage of life, have silenced children’s television when it comes to the subject of children’s sexuality. However, a few programmes have offered an alternative to this taboo. Based on a study of 30 non-fiction programmes submitted between 1964 and 2016 to Prix Jeunesse international festival for children’s media, this paper describes and analyses how these programmes present unique, thought-provoking and innovative ways of engaging with the culturally controversial issue of the body and sexuality on children’s television. [ABSTRACT FROM AUTHOR]