{"id":10869,"date":"2024-07-22T09:00:14","date_gmt":"2024-07-22T07:00:14","guid":{"rendered":"https:\/\/koerper.soziologie.uni-mainz.de\/?page_id=10869"},"modified":"2024-09-20T18:22:06","modified_gmt":"2024-09-20T16:22:06","slug":"sex-education-workshop-2024","status":"publish","type":"page","link":"https:\/\/koerper.soziologie.uni-mainz.de\/en\/sex-education-workshop-2024\/","title":{"rendered":"Sex Education Workshop 2024"},"content":{"rendered":"<jgu-base-pageheader react-props=\"{\n    &quot;items&quot;: [\n        {\n            &quot;box&quot;: {\n                &quot;index&quot;: &quot;September 19th - 21st&quot;,\n                &quot;title&quot;: &quot;Workshop&lt;br&gt;Sex Education: &lt;br&gt;Subjectivities, Materialities, Differences&quot;,\n                &quot;link&quot;: {\n                    &quot;url&quot;: &quot;&quot;,\n                    &quot;title&quot;: &quot;learn more&quot;\n                }\n            },\n            &quot;color&quot;: &quot;red&quot;,\n            &quot;image&quot;: {\n                &quot;url&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/PXL_20210907_105544454-2-1.jpg&quot;,\n                &quot;id&quot;: 10566,\n                &quot;title&quot;: &quot;PXL_20210907_105544454-2-1&quot;,\n                &quot;width&quot;: 1360,\n                &quot;height&quot;: 1813,\n                &quot;srcset&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/PXL_20210907_105544454-2-1.jpg 1360w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/PXL_20210907_105544454-2-1-225x300.jpg 225w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/PXL_20210907_105544454-2-1-768x1024.jpg 768w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/PXL_20210907_105544454-2-1-1152x1536.jpg 1152w&quot;\n            },\n            &quot;imgCredit&quot;: &quot;&quot;,\n            &quot;useVideo&quot;: false,\n            &quot;video&quot;: false\n        }\n    ],\n    &quot;type&quot;: &quot;default&quot;,\n    &quot;align&quot;: &quot;full&quot;,\n    &quot;quicklinks&quot;: {\n        &quot;show&quot;: false,\n        &quot;selects&quot;: []\n    },\n    &quot;useBreadcrumb&quot;: false\n}\">\n<\/jgu-base-pageheader><jgu-base-anchornavigation react-props=\"{\n    &quot;align&quot;: &quot;wide&quot;,\n    &quot;theme&quot;: &quot;white&quot;\n}\">\n    \n<\/jgu-base-anchornavigation><jgu-base-section react-props=\"{&quot;color&quot;:&quot;dark&quot;,&quot;align&quot;:&quot;wide&quot;,&quot;padding&quot;:&quot;medium&quot;}\">\n<div class=\"jgu-bgsection bg bg-dark\"><div class=\"content padding-medium\"><div\n\tclass=\"jgu-anchorpoint\"\n\tid=\"about\"\n\tdata-label=\"About\"\n\tdata-hide-in-nav=\"false\"\n\ttabindex=\"0\"\n\tdata-initial-scroll=\"true\"\n><\/div>\n\n\n<jgu-base-heading react-props=\"{\n    &quot;index&quot;: &quot;International and Interdisciplinary Workshop&quot;,\n    &quot;color&quot;: &quot;default&quot;,\n    &quot;tags&quot;: {\n        &quot;htmlTag&quot;: &quot;h2&quot;,\n        &quot;classTag&quot;: &quot;h2&quot;,\n        &quot;tag&quot;: &quot;h2.h2&quot;\n    },\n    &quot;heading&quot;: &quot;Sex Education:&lt;br&gt;Subjectivities, Materialities, Differences&quot;,\n    &quot;textAlign&quot;: &quot;left&quot;,\n    &quot;anchor&quot;: &quot;&quot;\n}\"><\/jgu-base-heading>\n\n\n\n<p>The workshop aims to provide a platform for interdisciplinary discourse and critical reflections on the various dimensions of Sex Education, including its subjectivities, materialities, and differences. Sex Education is subject to ongoing heated and often morally charged social and political debates and an arena of the &#8220;Sexual Antinomies in Late Modernity&#8221; (Jackson\/Scott 2004): It is often perceived either as instrument for indoctrination or as necessary tool for sexual autonomy. Beyond such moralizing discourses, the forthcoming workshop is interested in a perspective on sexuality as a cultural product of knowledge processes: We understand Sex Education (1) as a key cultural field in which knowledge about sexuality, and thus &#8220;sexuality&#8221; itself, is re-produced, and (2) in a broad sense: In addition to institutionalized educational programs (e. g. in schools or as offered by NGOs or sexual health programs), we include all phenomena that convey sexual knowledge in their self-understanding (including but not limited to areas such as tantra, sexual assistance, &#8230;), or that can be analyzed as &#8216;educational&#8217; in a wider sense (such as literature, art, porn, social media, &#8230;).<\/p>\n\n\n\n<p>Read the full Call for Papers <a href=\"https:\/\/seafile.rlp.net\/f\/b713a35823db417f963b\/?dl=1\" data-type=\"link\" data-id=\"https:\/\/seafile.rlp.net\/f\/b713a35823db417f963b\/?dl=1\">here<\/a>.<\/p>\n\n\n\n<p>The workshop is organized by <a href=\"https:\/\/koerper.soziologie.uni-mainz.de\/jun-prof-dr-tobias-boll\/\" data-type=\"page\" data-id=\"9026\" target=\"_blank\" rel=\"noreferrer noopener\">Tobias Boll<\/a>, <a href=\"https:\/\/koerper.soziologie.uni-mainz.de\/miriam-brunnengraeber-m-a\/\" data-type=\"page\" data-id=\"8796\" target=\"_blank\" rel=\"noreferrer noopener\">Miriam Brunnengr\u00e4ber<\/a>, and <a href=\"https:\/\/koerper.soziologie.uni-mainz.de\/maik-wiesen-m-sc\/\" data-type=\"page\" data-id=\"9014\" target=\"_blank\" rel=\"noreferrer noopener\">Maik Wiesen<\/a>.<\/p>\n\n\n\n<p class=\"has-normal-font-size\">The workshop is hosted by the collaborative research center <strong><a href=\"https:\/\/www.crc1482.de\" data-type=\"link\" data-id=\"https:\/\/www.crc1482.de\">Studies in Human Differentiation<\/a><\/strong> (funded by German Research Foundation) and co-funded by the <strong><a href=\"https:\/\/www.gff.uni-mainz.de\" data-type=\"link\" data-id=\"https:\/\/www.gff.uni-mainz.de\">Georg Forster Forum<\/a><\/strong>.<\/p>\n\n\n<jgu-base-image react-props=\"{\n    &quot;align&quot;: &quot;left&quot;,\n    &quot;image&quot;: {\n        &quot;url&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/SFB1482-Logo.jpeg&quot;,\n        &quot;id&quot;: 10851,\n        &quot;hideImageDescription&quot;: true,\n        &quot;darkBackground&quot;: false,\n        &quot;hideCredit&quot;: false,\n        &quot;title&quot;: &quot;SFB1482 Logo&quot;,\n        &quot;width&quot;: 770,\n        &quot;height&quot;: 330,\n        &quot;srcset&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/SFB1482-Logo.jpeg 770w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/SFB1482-Logo-300x129.jpeg 300w, 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padding-medium\"><div\n\tclass=\"jgu-anchorpoint\"\n\tid=\"program-and-speakers\"\n\tdata-label=\"Program and Speakers\"\n\tdata-hide-in-nav=\"false\"\n\ttabindex=\"0\"\n\tdata-initial-scroll=\"true\"\n><\/div>\n\n\n<jgu-base-heading react-props=\"{\n    &quot;index&quot;: &quot;Program and Speakers&quot;,\n    &quot;tags&quot;: {\n        &quot;htmlTag&quot;: &quot;h2&quot;,\n        &quot;classTag&quot;: &quot;&quot;,\n        &quot;tag&quot;: &quot;h2&quot;\n    },\n    &quot;heading&quot;: &quot;Program&quot;,\n    &quot;textAlign&quot;: &quot;left&quot;,\n    &quot;anchor&quot;: &quot;&quot;,\n    &quot;color&quot;: &quot;red&quot;\n}\"><\/jgu-base-heading>\n\n\n\n<p class=\"has-big-font-size\">Click on the author names and presentation titles for more information. All times correspond to ECST.<\/p>\n\n\n<jgu-base-notificationbanner react-props=\"{\n    &quot;iconColor&quot;: &quot;white&quot;,\n    &quot;bgColor&quot;: &quot;green&quot;,\n    &quot;children&quot;: &quot;&quot;,\n    &quot;icon&quot;: &quot;exclamation-triangle-solid&quot;,\n    &quot;showCloseButton&quot;: false,\n    &quot;position&quot;: &quot;top&quot;,\n    &quot;styling&quot;: &quot;inline&quot;,\n    &quot;isPreview&quot;: false\n}\">\n    \n\n<p>Program changes (newest: September 20)<\/p>\n\n\n<ul class=\"styled-list hyphenation\">\n\t\n<jgu-base-listitem react-props=\"{\n    &quot;icon&quot;: &quot;exclamation-triangle-solid&quot;,\n    &quot;title&quot;: &quot;&lt;strong&gt;Please be aware that there have been several cancellations and that all times from Friday, noon on have been altered.  &lt;\\\/strong&gt;&lt;br&gt;&lt;strong&gt;Please refer to the timetables below for actual times.&lt;\\\/strong&gt;&quot;,\n    &quot;uuid&quot;: &quot;1726647626313&quot;,\n    &quot;link&quot;: {\n        &quot;url&quot;: null\n    },\n    &quot;align&quot;: &quot;wide&quot;,\n    &quot;showInActions&quot;: false,\n    &quot;allowNesting&quot;: true,\n    &quot;showExpandableContent&quot;: false,\n    &quot;expandableContent&quot;: &quot;&quot;\n}\">\n    \n<\/jgu-base-listitem>\n\n<jgu-base-listitem react-props=\"{\n    &quot;icon&quot;: &quot;calendar-week-solid&quot;,\n    &quot;title&quot;: &quot;The presentation by &lt;strong&gt;Kataryna Yeremieieva&lt;\\\/strong&gt; (Friday, 2:30 pm) has been called off.&quot;,\n    &quot;uuid&quot;: &quot;1726647626313&quot;,\n    &quot;align&quot;: &quot;wide&quot;,\n    &quot;showInActions&quot;: false,\n    &quot;allowNesting&quot;: true,\n    &quot;showExpandableContent&quot;: false,\n    &quot;expandableContent&quot;: &quot;&quot;,\n    &quot;link&quot;: {\n        &quot;url&quot;: &quot;&quot;\n    }\n}\">\n    \n<\/jgu-base-listitem>\n\n<jgu-base-listitem react-props=\"{\n    &quot;icon&quot;: &quot;calendar-week-solid&quot;,\n    &quot;title&quot;: &quot;The presentation by &lt;strong&gt;Sabine Flick&lt;\\\/strong&gt; (Friday, 4:00 pm) has been called off.&quot;,\n    &quot;uuid&quot;: &quot;1726647626313&quot;,\n    &quot;align&quot;: &quot;wide&quot;,\n    &quot;showInActions&quot;: false,\n    &quot;allowNesting&quot;: true,\n    &quot;showExpandableContent&quot;: false,\n    &quot;expandableContent&quot;: &quot;&quot;,\n    &quot;link&quot;: {\n        &quot;url&quot;: &quot;&quot;\n    }\n}\">\n    \n<\/jgu-base-listitem>\n\n<jgu-base-listitem react-props=\"{\n    &quot;icon&quot;: &quot;calendar-week-solid&quot;,\n    &quot;title&quot;: &quot;The presentation by &lt;strong&gt;Judith von der Heyde&lt;\\\/strong&gt; (Saturday, 10:45 am) has been called off.&quot;,\n    &quot;uuid&quot;: &quot;1726647626313&quot;,\n    &quot;align&quot;: &quot;wide&quot;,\n    &quot;showInActions&quot;: false,\n    &quot;allowNesting&quot;: true,\n    &quot;showExpandableContent&quot;: false,\n    &quot;expandableContent&quot;: &quot;&quot;,\n    &quot;link&quot;: {\n        &quot;url&quot;: &quot;&quot;\n    }\n}\">\n    \n<\/jgu-base-listitem>\n\n<jgu-base-listitem react-props=\"{\n    &quot;icon&quot;: &quot;calendar-week-solid&quot;,\n    &quot;title&quot;: &quot;The presentation by &lt;strong&gt;Madita Oeming&lt;\\\/strong&gt; (Saturday, 1:30 pm) has been called off.&quot;,\n    &quot;uuid&quot;: &quot;1726647626313&quot;,\n    &quot;align&quot;: &quot;wide&quot;,\n    &quot;showInActions&quot;: false,\n    &quot;allowNesting&quot;: true,\n    &quot;showExpandableContent&quot;: false,\n    &quot;expandableContent&quot;: &quot;&quot;,\n    &quot;link&quot;: {\n        &quot;url&quot;: &quot;&quot;\n    }\n}\">\n    \n<\/jgu-base-listitem>\n\n<\/ul>\n\n<\/jgu-base-notificationbanner>\n\n\n\n<div style=\"height:50px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n<jgu-base-tabs react-props=\"{\n    &quot;stackMobile&quot;: true,\n    &quot;hasAllOpenButton&quot;: false,\n    &quot;onlyOne&quot;: true,\n    &quot;enableSearch&quot;: true,\n    &quot;align&quot;: &quot;wide&quot;,\n    &quot;selected&quot;: 1,\n    &quot;ratio&quot;: 0,\n    &quot;autoRatio&quot;: true,\n    &quot;initAllClosed&quot;: true,\n    &quot;layout&quot;: {\n        &quot;type&quot;: &quot;flex&quot;,\n        &quot;flexWrap&quot;: &quot;nowrap&quot;,\n        &quot;justifyContent&quot;: &quot;space-between&quot;,\n        &quot;orientation&quot;: &quot;horizontal&quot;\n    }\n}\">\n    \n<jgu-base-tabsitem react-props=\"{\n    &quot;title&quot;: &quot;Thursday (September 19th)&quot;,\n    &quot;slug&quot;: &quot;thursday-19th-september&quot;,\n    &quot;align&quot;: &quot;wide&quot;,\n    &quot;customSlug&quot;: false\n}\">\n    \n<jgu-base-heading react-props=\"{\n    &quot;tags&quot;: {\n        &quot;htmlTag&quot;: &quot;h2&quot;,\n        &quot;classTag&quot;: &quot;h3&quot;,\n        &quot;tag&quot;: &quot;h2.h3&quot;\n    },\n    &quot;heading&quot;: &quot;Thursday (September 19th)&quot;,\n    &quot;textAlign&quot;: &quot;left&quot;,\n    &quot;anchor&quot;: &quot;&quot;,\n    &quot;index&quot;: &quot;&quot;,\n    &quot;color&quot;: &quot;red&quot;\n}\"><\/jgu-base-heading>\n\n\n\n<figure class=\"wp-block-table is-style-stripes\">\n<table class=\"has-fixed-layout\">\n<thead>\n<tr>\n<th>Time<\/th><th>Authors<\/th><th>Title<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><em>from 13:15<\/em><\/td><td><em>Arrival and Welcome<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td><em>14:00 &#8211; 14:30<\/em><\/td><td><em>Tobias Boll \/ Maik Wiesen \/ Miriam Brunnengr\u00e4ber<\/em><\/td><td><em>Introduction<\/em><\/td>\n<\/tr>\n<tr>\n<td>14:30 &#8211; 15:00<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Sahar Gal is a graduate student in the Gender Studies Program at Bar Ilan University, a high school teacher, a member of the board of directors of the \u2018The Israeli Association of Sex Education,\u2019 and a facilitator of sex education workshops.\" data-info-popup-headline=\"About\">Sahar Gal<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Scholarship on sex education distinguishes between formal and informal practices, studying mostly formal sex education. Informal sex education consists of peer conversations, movies, internet, and books. It operates wherever youth operate but I focused on the school space and examined the social process characterizing informal sex education and how young people aged 15-18 experience it. Studying its significance for the development of sexual subjectivity, I conducted a phenomenological research based on 20 semi-structured in-depth interviews and analyzed them following grounded theory. It emerged that informal sex education at school consists of a social process composed of three stages: At the first stage youth encounter a wall of silencing at school: threats of ridicule and humiliation inflicted on anyone who exposes their need to learn; at the second stage youth search for opportunities to learn by identifying students who could provide information in safe spaces \u2013 I call those \u201cdetecting cracks\u201d in the silencing wall. At the third stage a \u201clearning process\u201d is enabled. It constitutes a sense of ownership over the learning and a sense of entitlement to sexual pleasure and safe conduct within an intimate situation. Through the three stages process, young people transform the informal sex education space from potential to reality and establish their sexual subjectivity. I discuss the salience of the emerging process for the encouragement youth can experience to be active in identifying the exact knowledge they need and locate the sources of knowledge they need.\" data-info-popup-headline=\"Abstract\">Informal sex education and the development of sexual subjectivity among adolescents <em>(online)<\/em><\/a><\/td>\n<\/tr>\n<tr>\n<td>15:00 &#8211; 15:30<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Tanja Vogler is a postdoctoral research assistant at the Department of Education at the University of Vienna in the Education and Inequality Unit. Her teaching and research focuses on queer-feminist and postcolonial theories of subjectivation, critical discourse analysis, social movements (queer activism) and sexuality education.\" data-info-popup-headline=\"About\">Tanja Vogler<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-headline=\"Abstract\" data-info-popup-body=\"Drawing on Foucault 1978 [1976], and Judith Butler (1993), this paper understands sexual experiences as effects of discourses that are historically contingent and linked to power. The aim of this paper is to deepen the understanding of the relationship between sexuality and truth that is constituted in contemporary informal discourses of sexuality education. Following Foucault\u2019s (1990 [1984]) methodological reflections in The Use of Pleasure the focus of analysis is less on the power and knowledge axis \u2013 the side of domination \u2013 than on the ethical axis \u2013 the side of the subject. Foucault offers an analysis grid that makes it possible to examine the specific way in which subjects recognise themselves as subjects of desire. In The History of Sexuality 2-4 Foucault is not so much interested in sexual moral codes (e.g. heterosexuality, monogamy), which hardly change, but more in what he calls sexual ethics (the ethical substance, the mode of subjection, the techniques, teleology). Based on this analysis grid, a discourse analysis of informal educational materials (magazines, homepages, online blogs) from the German-speaking LGBTIQA* community between 2012 and 2023 was conducted. The aim of this analysis is to understand where LGBTIQA* sexual ethics reproduce and disrupt \u201cnormative, hegemonic orders\u201d (Brodersen et.al 2021) and where they enable an \u201cethics of cohabitation\u201c (Butler 2015).\">Ethical Subjectivation in Informal Educational Discourses on LGBTIQA* Sexuality<\/a><\/td>\n<\/tr>\n<tr>\n<td>15:30 &#8211; 16:00<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-headline=\"About\" data-info-popup-body=\"Prof. Dr. Esther Berner has been a Professor of Education, specializing in the History of Ideas and Discourse History, at Helmut Schmidt University \/ University of the Federal Armed Forces Hamburg since 2017. She earned her Doctorate (Dr. phil.) from the University of Zurich in 2010, with her dissertation titled \"In the Name of Reason and Christianity: The Zurich Rural School Reform in the Late 18th Century,\" published by B\u00f6hlau-Verlag as part of the series Contributions to Historical Educational Research (vol. 40). From 2012 to 2015, she served as Deputy Professor of General Education at the University of Potsdam. Her main areas of research include the history of physical education and the body, the interplay between pedagogy and the military from a historical perspective, vocational education and training through historical lenses, and the relationship between education and work within a convention sociological framework.\">Esther Berner<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"The article focuses on the role of (popular) medical, biological, anthropological and increasingly also sexological knowledge with regard to the sexual and erotic subjectivation of women at the beginning of the 20th century. With the German-language guidebooks for women selected for this purpose, a source genre that has received little attention to date is at the center of the analyses. In addition, M\u00f6hring's observation that Foucault's studies on sexuality and subjectivation mention gender-specific body practices only marginally at best can still claim to be valid.1 The selected sources not only impart knowledge, but also convey concrete instructions for action and behavior. In addition, the proliferation and distribution of this literature suggests that it had a considerable impact on the (female) population. While the books of the period up to the First World War were almost exclusively written by men and primarily dealt with questions of anatomy, physiology, hygiene and health of the female sexual and reproductive body, a change or addition can be observed in the following years, not only in terms of authorship, but also in terms of purpose and content. In the context of a critical marriage discourse, more and more books written by women came onto the market that addressed the female experience of sexuality beyond the traditional role ascription in the reproductive process. As a result, their needs and feelings during sex and in partnerships - which sometimes differed from those of men - are coming to the fore, as are disappointments due to a lack of sex education. Sexuality and partnership now become an important part of a happy marriage and must be shaped by both partners. The guiding question for source analysis and its embedding in the leading discourses (sexual reform, eugenics and population policy, women's movement, democratization, etc.) is whether and in what way a change in the norms of female sexuality has taken place. What possibilities for (more) self-determined female sexuality were offered by changes in the coding of the female body and of marriage and sexuality?\" data-info-popup-headline=\"Abstract\">Female Sexuality between Biopolitics and (Erotic) Self-Determination: Women&#8217;s Guidebooks as a Medium of Female Subjectivation (1900-1933)<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>16:00 &#8211; 16:30<\/em><\/td><td><em>Coffee Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td>16:30 &#8211; 17:00<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Annika Amber is an aspiring scholar pursuing her doctorate in Sociology at the University of Hyderabad. She has a keen interest in modern and contemporary sexualities, the sociology of intimacy, digital sociology, and a theoretical inclination to broaden the horizon of body and affective politics. With a rigorous methodlogical enagement in digital ethnography, her current scholarly endeavors revolve around exploring online sex education within the context of India.\" data-info-popup-headline=\"About\">Annika Amber<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Social media has become a breeding ground for sex educators in India despite the lack of fully institutionalized sex education. Before the advent of the internet, informal sex education through mass media primarily focused on heterosexual imagination of sex. However, it inadvertently opened up public discourse on non-normative desires. In contemporary times, social media has contributed significantly to platformizing a more diversified sex pedagogy. Online feminist and queer activism, like protests against Section 377, the Pink Chaddhi movement, the Kiss of Love protest, and #MeToo, served as a precursor for rights-based sexual and reproductive health pedagogy. Based on the digital ethnography of one such web-media-based sex education project, Agents of Ishq (AoI), this paper problematizes AoI\u2019s attempt to decolonize \u201cIndian sexuality.\u201d AoI focuses on revamping the Indianness of sex primarily through the use of desi(Indian) and queer narratives, sexual experiences, art, literature, history, pop culture, and storytelling. The intersections between Indianness and queerness are charted by constructing a networked affective public where collective bodily feelings and experiences of love, romance, desire, and intimacy exceed binary logics of moral\/immoral, good\/bad touch, safe\/unsafe sex, and normal\/pathological sexuality. This paper argues that AoI enables a networked affective public by using digital art and storytelling as a \u2018structure of feeling\u2019 to mobilize a sense of belongingness to hitherto invisible queer personal stories and histories. Although Global North's perspective on Comprehensive Sexuality Education prevails in AoI\u2019s approach, it continues to center epistemic positionalities of sexuality, gender, class, race, caste, and disability.\" data-info-popup-headline=\"Abstract\">&#8220;We give sex a good name&#8221; &#8211; Exploring decolonial online sex pedagogy of Agents of Ishq<\/a><\/td>\n<\/tr>\n<tr>\n<td>17:00 &#8211; 17:30<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Armanc Y\u0131ld\u0131z is a political anthropologist working on race, religion, science, sexuality, and value in Europe. Currently, he is a Postdoctoral Research Fellow at Humboldt-Universit\u00e4t zu Berlin, within the International Research Training Group, Transformative Religion. He completed his Ph.D. at the Department of Anthropology at Harvard University, with a secondary degree in Studies of Women, Gender, and Sexuality.\" data-info-popup-headline=\"About\">Armanc Y\u0131ld\u0131z<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Comprehensive sex education programs in Germany are widely celebrated by liberals in the country and around the world. In reality, however, the compulsory sex education is mostly limited to one or two class hours led by biology teachers, who are not trained in how to conduct sex education. NGOs come into the picture at this point, offering extracurricular sex education programs either by visiting schools for half-day workshops or inviting classes to their offices. In these workshops, students learn not only the biological aspects of sex and sexuality such as reproduction, anatomy, contraceptives, and STDs, but also social aspects of it ranging from dating to expressing their sexual orientations. In my field research with sex educators in Berlin, I noticed that not only they refer to a singular knowledge of sexuality, but they consider this knowledge to be applicable to everywhere in the world. In practice, this means applying this knowledge in their sex education sessions, regardless of their students\u2019 backgrounds. In some cases, this brought about conflicts with students who were perceived as Muslims. In this paper, I argue that despite their best efforts, sex educators and sex education in Germany effectively racializes Islam in practice through a color-blind conception of universal sexuality that assumes all its subjects to be White. As such, sex education reproduces a kind of liberal White subjectivity and particular social values while failing to attain the wider claims it makes on the basis of the supposed universality of the body.\" data-info-popup-headline=\"Abstract\">Between the Universality of the Body and the Particularity of Sexual Values: Sexuality and Race in the Sex Education of Germany<\/a><\/td>\n<\/tr>\n<tr>\n<td>17:30 &#8211; 18:00<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"After many years as a teacher in science, mathematics, and technology, Hannele Junkala has worked as a teacher trainer at Dalarna University, Sweden. In January 2024, she became a PhD after doctoral studies at the Department of Science and Mathematics Education and Gender Studies at Ume\u00e5 University, Sweden.\" data-info-popup-headline=\"About\">Hannele Junkala<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Sexuality education, SE, is a complex school subject under constant change. Teachers in Sweden find it difficult to keep up with societal trends that affect the subject and to handle emotionally charged discussions. Therefore, teachers need tools for teaching this subject, regarding both the content itself and the teaching methods. In my doctoral project, I have analysed Swedish biology textbooks in grades 7-9 and conducted classroom observations during SE lessons in grade 8. Content analysis through feminist, crip, and queer perspectives shows that trans, homosexuality, bisexuality, and heterosexuality are standard content in Swedish SE content. Representations of disabilities are sparse, while intersex and asexuality are hardly mentioned. Also, analysis through critical race theory shows that textbook references to legislation, science, progression, ethnicity, tradition, and culture construct Swedish whiteness as a \u2018happy\u2019 place \u2018here\u2019, in contrast to less happy places elsewhere, far away \u2018there\u2019. In all education, there is also risk in the form of the unexpected. Short interruptions of unexpected student comments during classroom observations of SE are analysed through the theoretical concepts of becomings, intensity, and glow. According to the results, student engagement is aroused when teachers capture unexpected comments, allowing new concepts to enrich the SE content. In sum, Swedish SE needs to embrace more diverse content. This could be achieved through fluid conceptions of bodies and sexualities, thus facilitating students' recognition and subjectification, especially through the inclusion of nuances of asexuality, alternative family constellations, intersex, and crip.\" data-info-popup-headline=\"Abstract\">Bodies, sexualities, and the unexpected: Critical perspectives on Swedish sexuality education within biology<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>18:00 &#8211; 18:30<\/em><\/td><td><em>Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td>18:30 &#8211; 19:30<\/td><td><strong>Keynote \/ Opening Lecture:<\/strong> <a class=\"jgu-with-info-popup\" data-info-popup-body=\"Jack Halberstam is a renowned scholar, author, and cultural critic, celebrated for his contributions to gender studies, queer theory, and popular culture. He is a Professor of English and Gender Studies at Columbia University, where his work spans diverse fields including literature, film, and visual culture. Halberstam's influential publications include \"The Queer Art of Failure\" (2011), which challenges conventional success narratives and explores alternative ways of knowing and being, and \"Gaga Feminism: Sex, Gender, and the End of Normal\" (2012), which examines contemporary shifts in gender and sexual politics. His earlier work, \"Female Masculinity\" (1998), remains a seminal text in queer theory, offering groundbreaking insights into the expressions and perceptions of masculinity in female bodies.\" data-info-popup-headline=\"About\">Jack Halberstam<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-headline=\"Abstract\" data-info-popup-body=\"In this talk I will offer a compact history of mid twentieth century art by turning to a standoff between a straight man, Gordon Marta-Clark, who introduced ideas of unbuilding into the crowded city scape, and a gay man, Philip Johnson, responsible for some of its most grand skyscrapers. As Matta-Clark studied buildings to learn how to engineer their collapse, Johnson advocated for the removal of poor communities and made architecture and real estate synonymous. What can be learned from studying sex, art and what Marta-Clark termed anarchitecture? What does demolition make possible that development denies? How should we think about Philip Johnson\u2019s gayness in relation to his fascist commitments? \">Sex, Art and Anarchitecture<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>from 19:30<\/em><\/td><td><em>Reception with Fingerfood and Drinks <\/em><br><em>School of Music Courtyard<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n\n\n<\/jgu-base-tabsitem>\n\n<jgu-base-tabsitem react-props=\"{\n    &quot;title&quot;: &quot;Friday (September 20th)&quot;,\n    &quot;slug&quot;: &quot;friday-20th-september&quot;,\n    &quot;align&quot;: &quot;wide&quot;,\n    &quot;customSlug&quot;: false\n}\">\n    \n<jgu-base-heading react-props=\"{\n    &quot;tags&quot;: {\n        &quot;htmlTag&quot;: &quot;h2&quot;,\n        &quot;classTag&quot;: &quot;h3&quot;,\n        &quot;tag&quot;: &quot;h2.h3&quot;\n    },\n    &quot;heading&quot;: &quot;Friday (September 20th)&quot;,\n    &quot;textAlign&quot;: &quot;left&quot;,\n    &quot;anchor&quot;: &quot;&quot;,\n    &quot;index&quot;: &quot;&quot;,\n    &quot;color&quot;: &quot;red&quot;\n}\"><\/jgu-base-heading>\n\n\n\n<figure class=\"wp-block-table is-style-stripes\">\n<table class=\"has-fixed-layout\">\n<thead>\n<tr>\n<th>Time<\/th><th>Authors<\/th><th>Title<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>10:30 &#8211; 11:00<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Folke Brodersen, Dr. des., was research associate at the German Youth Institute and received PhD-funding from Heinrich-B\u00f6ll foundation. They explore empirical subjectivation research, queer youth work and the nexus of therapy, sexuality and concepts of self. Currently Folke is part of the Working Group \u2018Gender &amp; Diversity Studies\u2019 at Kiel University.\" data-info-popup-headline=\"About\">Folke Brodersen<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Potential Perpetrators \u2013 Potential Offenders. These concepts serve as the foundation for therapeutic and self-help approaches aimed at preventing sexual child abuse. They specifically target and produce individuals deemed 'at risk' of offending while at the same time possessing the capacity for self-intervention. Thereby, the question arises as to what defines the 'potential' for engaging in sexual violence. And what are educational strategies employed to address one\u2019s sexual self to account for such a possibility? This presentation delves into the subjectivation inherent in primary prevention efforts against sexual child abuse. Unlike therapy with offenders it can\u2019t draw on situations that have happened in the past. Instead, it relies on the examination of 'sexual fantasies' as a surrogate to extrapolate potential future actions. This poses a new social position especially for the paedophile: As a potential offender he not only persists as a danger, whose difference is outcast as an abject. By identifying, observing, and acknowledging his fantasies, he can develop a capacity for sexual control. With this discussion of preventive subjectivation I underscore that sex education encompasses perspectives centred on potential perpetrators. Drawing upon insights from therapeutic and self-help concepts, I will focus on the emotional balance achieved through cognitively differentiating one's affects and making oneself happy. Comparative analyses of interviews with paedophile participants of these programs reveal a substitution of sexual feelings with emotional closeness to children. My talk aims to provide an understanding of the affective dimension of preventive subjectivation and how sex education, along with its participants, converge in fostering positive yet unattached feelings.\" data-info-popup-headline=\"Abstract\">&#8220;Don&#8217;t Offend.&#8221; Therapeutic Subjectivation Accounting for Potential Perpetrators<\/a><\/td>\n<\/tr>\n<tr>\n<td>11:00 &#8211; 11:30<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"As a committed Ph.D. Scholar at the Dr. K. R. Narayanan Centre for Dalit and Minorities Studies, Jamia Millia Islamia, India, they began their academic journey at Miranda House, University of Delhi, India, completing their Bachelor's degree, and later earned a Master's degree in History from Indira Gandhi National Open University, India. Supported by the Government of India as a Senior Research Fellow, Disha explores queer history, identity, and the moral fabric of the Victorian era, with a focus on Section 377 of the Indian Penal Code. Their research extends beyond academia, with presentations at global conferences sparking dialogue and connections across continents. Anticipated publications will contribute to understanding gender, sexuality, and identity in historical contexts, reflecting their enduring commitment to uncovering marginalised narratives and advancing knowledge.\" data-info-popup-headline=\"About\">Disha<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"This paper delves into the colonial-era landscape of sexual offences in India, spotlighting a significant 1911 case involving a wife's extramarital affair and her husband's engagement in sodomy. This case underscores the complexities of sexual transgressions within colonial Indian society, notably overlooking marital rape and revealing skewed perceptions of sexual morality. Under British rule, India experienced a transformation in societal norms, particularly regarding sexuality. The imposition of Victorian morality by colonial authorities clashed with pre-colonial sexual cultures, creating a complex regulatory environment. Colonial laws governing adultery and sodomy, such as Section 377 and Section 497 of the Indian Penal Code, reflected Victorian standards and served British and upper-caste interests, perpetuating gender bias and power imbalances within marriages. The 1911 case exemplifies how colonial laws influenced individual lives and societal perceptions of justice. The failure to address marital rape highlights patriarchal attitudes prevailing in colonial India, where women's autonomy was often disregarded. This narrative intersects with broader discussions on sexuality as a product of power-knowledge dynamics, as described by Michel Foucault. Colonial imposition of British morality reshaped indigenous understandings of sexuality, perpetuating power imbalances. Furthermore, the paper reflects on the lasting impact of colonial-era sexual legislation on Indian society. Despite gaining independence, India continues to grapple with the legacy of colonial laws. The persistence of Section 377, criminalizing consensual homosexual acts until its partial repeal in 2018, and the adultery law's repeal in the same year, highlight the enduring influence of colonial norms on sexual rights and justice in India.\" data-info-popup-headline=\"Abstract\">The Colonial Matrix of Sexual Offences: Unravelling Sodomy, Adultery, and Marital Rape in Early 20th Century India through the Lens of Power-Knowledge Dynamics<\/a> <em>(online)<\/em><\/td>\n<\/tr>\n<tr>\n<td><em>11:30 &#8211; 12:00<\/em><\/td><td><em>Coffee Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td>12:00 &#8211; 13:00<\/td><td><strong>Keynote:<\/strong> <a class=\"jgu-with-info-popup\" data-info-popup-body=\"Elisabeth Tuider is widely recognized for her contributions to the study of sexuality, gender, and education. She is a Professor of Sociology at the University of Kassel, where she specializes in sexual and gender diversity, sexual education, and queer theory. She studied education and psychology in Vienna, wrote her doctorate at the University of Kiel, and worked as a lecturer at the University of Economics and Politics in Hamburg and as a research assistant at the Center for Feminist Studies in Kiel. Elisabeth Tuider was also a research assistant at the Institute for Sociology at the University of M\u00fcnster and a visiting professor for international women's and gender studies at the Institute for Educational Sciences (University of Hildesheim Foundation). In Hildesheim, she was also Professor of Educational Sciences with a focus on diversity education. Her relevant publications include: Retkowski, Alexandra\/Treibel, Angelika\/Tuider, Elisabeth (Ed.) (2018): Handbuch Sexualisierte Gewalt und p\u00e4dagogische Kontexte. Weinheim\/Basel: Beltz Juventa. Tuider, Elisabeth\/Wanielik, Reiner im Interview mit Frank Herrath (2022): Sexuelle Bildung in Gegenwart und Zukunft. In: B\u00f6hm, Maika\/Kopitzke, Elisa\/Herrath, Frank\/Sielert, Uwe (Hg.), Praxishandbuch Sexuelle Bildung im Erwachsenenalter. 2. Auflage. Weinheim: Beltz Juventa, 623\u2013642.\" data-info-popup-headline=\"About\">Elisabeth Tuider<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-headline=\"Abstract\" data-info-popup-body=\"On the basis of two research projects on sexualized violence in pedagogical contexts (funded by the Federal Ministry of Education and Research), the lecture will examine the current modes of subjectivation of sexual self-determination. Two traces will be reconstructed: on the one hand, how sexual education constructs sexual subjects as 'autonomous' and capable of acting; on the other hand, how sexual self-determination is installed as a modus operandi in the debates on sexualized violence and protection concepts. Can we state today - for the German-speaking context - a new norm of the sexually autonomous subject?\">Invocations of sexual self-determination: subjectivation in the discursivization of violence and protection debates<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>13:00 &#8211; 14:30<\/em><\/td><td><em>Lunch Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td>&#8211; presentation called off &#8211;<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Dr Kateryna Yeremieieva is a faculty member in the Faculty of History and the Arts at Ludwig-Maximilians-Universit\u00e4t (M\u00fcnchen, Germany). Her main research interest is humour in Ukraine in the 20th - 21st centuries. More than 40 of my publications focus on this topic, including her book about political humour in Soviet Ukraine. Since 2023, she has been working on her book project about inappropriate humour in Ukraine. In the context of failed humour, she researches the perception of jokes about gender issues and sexuality. In 2019-2021, she was a jury member of the Kharkiv regional scientific competition \"Gender Policy through the Eyes of Youth\" and headed the Gender Centre at the Ukrainian State University of Railway Transport. In 2021, she published an article, \u201cA Worker, A Victim, A Consumer: Images of Women in Soviet Satire.\u201d\" data-info-popup-headline=\"About\">((Kataryna Yeremieieva))<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"In my research, I want to show how humorous events have become a topic for sex blogging and how sex bloggers use humour to deconstruct gender stereotypes and biases about sexuality. Sex blogging is an excellent instrument of sex education. In the example of the Ukrainian YouTube segment, I want to explore how humour (and sometimes its implicit absence) contributes to sex education and establishing a new normativity in the narration of sexuality in Ukrainian cultural products. In the framework of discourse and conversational analyses, I focus on specialised Ukrainian YouTube channels such as Smishno ne bude (It won't be funny), Pan Vitvyts\u02b9kyy (Mr Vitvyts\u02b9kyy), Palaye (Brennt), Khochesh hratys\u02b9 - perekhochesh (You want to play, you'll get over it), Gender in Detail, and others. There are still many jokes that use sexual themes and gender stereotypes. These jokes are part of an established culture of laughter, which directly influences the formation of sexual prejudices of such humour consumers. The famous Ukrainian comedy shows often reproduce sexual biases and ridicule, for example, active consent to sex, the possibility of variable sexual behaviour of men and women belonging to the LGBTQIA+ community, etc. It is also true for humorous videos with millions of views on Tick-Tick and YouTube channels. . Sex bloggers make reactions to humorous videos using the technique of switching the playfulness mode of conversation to a serious one while discussing inappropriate humour about sex. This mode switch demonstrates a normative response to inappropriate jokes: the absence of laughter. Conversely, they use humour to marginalise non-humorous statements they criticise. Sex bloggers do not only engage in a virtual dialogue with the initiators of inappropriate jokes about sexuality (often ridiculing them). They encourage their audience to join this dialogue by creating new speaking groups whose members, among other things, actively oppose inappropriate sexual humour. With the help of humour, sex bloggers also develop and implement a new vocabulary that expands the possibilities of communication and dialogue about sex in Ukraine.\" data-info-popup-headline=\"Abstract\">((&#8220;It won&#8217;t be funny&#8221;: sex-blogging and humor in the Ukrainian YouTube segment))<\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>14:30 &#8211; 15:00<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Anat Kraslavsky is a PhD candidate at the faculty of Theology and the institute of European Ethnology at Humboldt university in Berlin and associated with the faculty of Anthropology at the university of Western Cape and the school of Religion, Philosophy &amp; Classics at the University of KwaZulu Natal in South Africa. They research transnational discourses of \u2018new Anti-Semitism\u2019 in the international research and training group \u2018Transformative Religion\u2019 and teach at Humboldt and Potsdam universities courses on religion and gender.\" data-info-popup-headline=\"About\">Anat Kraslavsky<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"The quote in the title is taken from a social media comedy skit post-October 7th and refers to the perceived sexual freedoms in Tel-Aviv versus the murderous homophobia in Gaza under the hashtag #freegazafromhamas. The main question of the presentation is the relationship between mediation, dissemination and consumption of knowledge about sexuality on social media in form of comedic videos, skits or memes, and how it becomes a mechanism of knowledge production and a source of education on racialized sexuality. I argue that what I call Homophilosemitism (homonationalism that concentrates on saving Jews from anti- Semitism) regulates knowledge about sexuality and reflects homotransnationalism, homocolonialism and settler coloniality, within which a transnational binarity of civilized vs. uncivilized sexualities emerges. This gives certain bodies access to \u2018proper\u2019 sexual and homo citizenship while others are disposed within a necropolitical homo governance. Since October 7th I have recognized the application of homophilosemitism in the context of Israel\/Palestine by utilizing comedic skits and memes that are disseminated on social media that deal with both \u2018perverse\u2019 terrorist sexualities but also \u2018wrong\u2019 sexualities in the west, which align with said terrorist sexualities. As part of the Israeli Hasbara Apparatus in the form of the narrative that the \u2018global anti-Semitic queer feminist left\u2019 aligns itself with Hamas against Israel, Homophilosemitism serves as a mechanism by which a discursive justification of military operations against perceived sexist and homophobic populations is enabled, based on knowledge that was manufactured, mediated, disseminated and consumed already prior to October 7th.\" data-info-popup-headline=\"Abstract\">&#8220;I would rather get head in Tel-Aviv then get beheaded in Gaza&#8221;. Homophilosemitism and mediation of racialized sexuality<\/a> <em>(online)<\/em><\/td>\n<\/tr>\n<tr>\n<td><strong>15:00 &#8211; 15:30<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Toni Kania (they\/them) is a PhD research student in Edinburgh Napier University, psychologist, sex educator and activist for LGBTQ+ rights in Poland and Scotland. Their academic areas of interest are intersectional, postcolonial approaches to social justice, particularly in access to healthcare. Anna Tereszko is a psychiatry specialist at Psychiatry Department of Adults, Children and Youth of the University Hospital in Krakow, psychologist, activist for LGBTQ+ rights in Poland.\" data-info-popup-headline=\"About\">Toni Kania \/ Anna Tereszko<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"This presentation aims to analyse the production, distribution and application of Polish family life education as a tool of desexualised disinformation designed to combat the imaginary \u2018threats\u2019 of the West stemming from both far-right populism and the effects of European Union\u2019s leveraged pedagogy. At the same time, we look at the results of our study which takes a closer look at how Polish society copes with disciplinary practices of family life education and how sexual education can become a form of resistance. In Polish right-wing discourse in recent years, sex education was not only supposed to instil fear and panic but also 'sexualise' young people and deprive parents\/guardians of agency. In 2023, we analysed the current government policies, the Ministry of Education's curriculum and its implementation in educational institutions, along with the contents of the textbooks recommended by the Ministry of Education for family life education classes. Finally, we assessed the perspectives and experiences of Polish students, parents and teachers\/educators using questionnaires and focus group interviews. All three groups advocate for reliable expert-led, open to diversity, intersectional, safe, and compulsory sex education free of archaic and stigmatising knowledge. Polish educators and students find ways of bypassing the threatening curriculum by forming cooperative models of distributing sex education in hostile educational environments and political climate dominated by \u2018anti-gender\u2019 discourses which pathologise various expressions of sexuality as well as gender, sexual and relationship diversities.\" data-info-popup-headline=\"Abstract\">Spectre of the West, desexualized disinformation and the effects of leveraged pedagogy: Sex Education in Poland<\/a> <em>(online)<\/em><\/td>\n<\/tr>\n<tr>\n<td><strong><em>15:30 &#8211; 16:00<\/em><\/strong><\/td><td><em>Coffee Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td>&#8211; presentation called off &#8211;<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Sabine Flick, Dr, is Professor of General Sociology at the PH Freiburg and a researcher at the Institute for Social Research. She was previously Professor of Gender and Sexuality in Social Work at Fulda University of Applied Sciences. Her work focuses on the sociology of health and health professions, in particular psychotherapy, gender and sexuality theories, sociology of social problems and critical theory.\" data-info-popup-headline=\"About\">((Sabine Flick))<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"The central argument, which I would like to develop in this contribution based on empirical research, is that the claim to enable sexual participation through sexual assistance is legitimized by a pedagogization of 'disabled' sexuality, which at the same time has paradoxical consequences. In claiming this, my contribution focuses on the paradoxes of sexual participation and educationalization as a legitimation foil and prevention of sexual self-determination at the same time. The thesis is that contrary to what may be intended, this educationalization does not promote participation but paradoxically undermines it. To clarify this argument and substantiate my thesis, I will proceed in three steps. Firstly, I will describe the empirical qualitative research on which this paper is based, which I conducted as part of the research project SeXistenz (Sexuality and intimacy as a quality of life. On the professionalization of sexual assistance). Subsequently, I will present partial results from the project and finally I will discuss the thesis of an educationalization of sexuality as prevented participation.\" data-info-popup-headline=\"Abstract\">((Sexual participation through sexual assistance? On the educationalization of sexuality))<\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>16:00 &#8211; 16:30<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Johanna Knebel is a first year PhD student in Disability Studies in the School of Sociology and Social Policy at the University of Leeds funded by the White Rose Doctoral Training Partnership (WRDTP) of the Economic and Social Research Council (ESRC). Her doctoral research investigates the involvement of adults with learning difficulties as peer experts in sexuality education in Germany with the aim to strengthen the evidence base for sexuality education for and by people with learning difficulties. Her objective is to explore whether and how theory and practice can align with disabled people\u2019s right to (participation in) sexuality education (United Nations Convention on the Rights of People with Disabilities art. 23 \u2013 right to marriage, parenthood, family, and relationships and art. 24 \u2013 right to inclusive education).\" data-info-popup-headline=\"About\">Johanna Knebel<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"The notions of dis\/ability and dis\/human are introduced providing a theoretical and analytical lens to inform our understanding of which kind of sexual beings are currently valued by society consequently leading to a new conceptualisation of what it means to be a living sexual being. The idea of dis\/human celebrates the disruptive qualities of disability and acknowledges the complex relations of disableism with other forms of oppression. The application of the concept of dis\/human to sexuality and disability examines how the able\/disabled divide is at work in relation to what is constructed as normative sexuality. The disabled body is assumed to lack the bodily and mental capacities to perform heteronormative sexuality in expected ways. The conventional heteronormative penetrative intercourse is situated as normalised reproductive imperative exclusively to the abled body and mind in an ableist society. Disabled people are significantly oppressed by these normative constructions. Dis\/sexuality illustrates how disabled people simultaneously need and\/or want to claim normalcy to be valued as sexual human beings and disrupt normative sexuality. A dis\/human perspective acknowledges the possibilities arising from disability as a form of embodiment which troubles and reshapes traditional conceptions of the (sexual) human being. Disability is not yet understood as a valuable difference offering unique perspectives on personhood, competence, sexuality, agency, and ability. Dis\/sexuality allows to transgress the binaries of normal\/able and abnormal\/disabled sexuality and allows to rethink sexuality (education) in a less restrictive and more positive way ultimately introducing an affirmative concept of sexuality for all resisting repressive bodily and sexual norms. \" data-info-popup-headline=\"Abstract\">Beyond Binaries &#8211; Dis:ability and dis:sexuality<\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>16:30 &#8211; 17:00<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Maik Wiesen is a research associate in the Collaborative Research Center 1482 \u201cStudies in Human Differentiation\u201d (CRC 1482) and a PhD student at Johannes Gutenberg University Mainz. He holds a BA in sociology from Heidelberg University and an MSc in medical anthropology from the University of Oxford. His doctoral research focuses on sexuality and disability and uses conversation analysis as well as ethnographic methods to research sexual education counseling services for people with disabilities. His academic work generally focuses on sociological and anthropological theories, ethnography as well as the sociology of the body, gender and sexuality. Miriam Brunnengr\u00e4ber is currently working as a research assistant in the sociological project \"Sexual Human Categorization and Disability\" (Head: Dr. Tobias Boll), which is part of the SFB 1482 \"Studies in Human Differentiation\" (Humandifferenzierung) at JGU Mainz. For her dissertation project she is investigating the social problematisation of \"disabled sexuality\" in German sex education using a combination of ethnographic and discourse-analytical research strategies. Her main research areas are sociology of knowledge, sexuality, human differentiation (especially gender and dis\/ability) and subjectification research.\" data-info-popup-headline=\"About\">Maik Wiesen \/ Miriam Brunnengr\u00e4ber<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-headline=\"Abstract\" data-info-popup-body=\"Our presentation addresses some conceptual challenges within pedagogies of minority difference, focusing on sex education for people with disabilities in Germany. Utilizing data from ethnographic field work in sexual education, counseling, and support services, we examine how sexual subjectivities are discursively constructed and negotiated in practice. We analyze conceptions of a \u2018normal\u2019 sexuality and its intersection with constructions of dis\/ability, revealing that sexual subjectivity hinges on specific ideas of proper sexual conduct, which is performed, negotiated, and sanctioned in practice. Our analysis situates sex education programs as stages for the construction and contestation of normality, following perspectives on social work as a \"normalization power\" (Maurer, 2001). These programs aim to integrate individuals into \u2018normal\u2019 everyday life by addressing them as 'disabled,' 'deviant,' or 'in need of assistance.' Within this framework, sex education is seen as an unalienable human right, advocating for the inclusion of people with disabilities given their socio-historical exclusion from the realm of sexuality. Our empirical findings highlight that sex education relies heavily on normative assumptions about sexuality. Professionals in social work, education, and therapy aim to 're-sexualize' individuals with disabilities by promoting sexual self-determination. However, this process inevitably measures them against a normative ideas about sexuality (e.g. a normalized sexual biography), underscoring the disciplinary nature of sex education. Accordingly, our presentation explores how tensions between sexual normalization and empowerment are negotiated in contemporary sex education programs, emphasizing the complex interplay between pedagogical professionalism, rights to sexual self-expression, and the boundaries of sexual subjectivity.  \">Sex education between normalization and empowerment.\nAnalyzing pedagogical constructions of dis\/abled sexualities <\/a><\/td>\n<\/tr>\n<tr>\n<td><strong><em>17:00 &#8211; 17:30<\/em><\/strong><\/td><td><em>Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td><strong>17:30<\/strong><\/td><td><strong>Keynote:<\/strong> <a class=\"jgu-with-info-popup\" data-info-popup-body=\"Nick Fox is one of the UK\u2019s leading proponents of new materialist and posthuman social theory as applied to sociology, with books including \u2018The Body\u2019 (Polity, 2012) and the ground-breaking \u2018Sociology and the New Materialism\u2019 (Sage, 2017; with Pam Alldred, Brunel University London). He has written widely on new materialist theory and sexualities, health, environment and research methods, having published over 70 peer-reviewed papers. Nick has also been the invited speaker at major conferences including the Hellenic Sociological Association, BSA Medical Sociology conference, University of Melbourne Gender and Research conference and the Korean Society for Social Theory. In 2009 Nick left the full-time staff at University of Sheffield, continuing as honorary professor to the present. He joined the University of Huddersfield as professor of sociology in 2018. Nick Fox's work as a sociologist addresses a number of key issues in the study of social processes, in health and health care, sexuality, technology and the environment.\" data-info-popup-headline=\"About\">Nick Fox<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"This keynote explores contemporary sexualities from within a materialist, post-anthropocentric and micropolitical sociology. In this ontology, sexuality is not an attribute of a body, but an impersonal affective flow within assemblages of bodies, things, ideas and social institutions. Sexuality-assemblages (Fox and Alldred, 2013) emerge within events (both \u2018sexual\u2019 and \u2018non-sexual\u2019), producing the sexual (and other) capacities of bodies. Aggregating affects (forces) within sexuality assemblages establish limits on what a sexual body can do, while other affects open up possibilities. Sexuality is consequently both infinitely variable and typically highly restricted. Further, this ontology of sexualities is monist or \u2019flattened\u2019: cutting across the structure\/agency dualism in humanist perspectives. Consequently, sexuality-assemblages incorporate both \u2018micro\u2019 and \u2018macro\u2019 material elements. Methodologically, this means including aspects of the broader social, economic and political backcloth when studying the sexuality-assemblages that produce sexualities. Using research findings from studies of young men\u2019s sexualities (Alldred and Fox, 2015), sexualisation and pornography (Fox and Bale, 2018), and gender-related violence (Fox and Alldred, 2022), I illustrate how sexuality-assemblages incorporate day-to-day manifestations of what Deleuze and Guattari (1988) called the \u2018capitalist axiomatic\u2019 \u2013 the de-territorialised flows of commodities, money and labour characteristic of a capitalist market economy. I suggest how these flows have helped shape conduct, normativities, stigmas and repressions associated with sexualities and genders. I conclude with reflections on what this post-anthropocentric and monist ontology of sexuality-assemblages means for sexualities education theory and practice.\" data-info-popup-headline=\"Abstract\">Sexualities, assemblages, de-territorializations: sex education and the capitalist axiomatic<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>from 20:00<\/em><\/td><td><em>Conference Dinner<\/em><br>MALI&amp;MILO, Neubrunnenplatz<\/td>\n<td> <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n\n\n<\/jgu-base-tabsitem>\n\n<jgu-base-tabsitem react-props=\"{\n    &quot;title&quot;: &quot;Saturday (September 21st)&quot;,\n    &quot;slug&quot;: &quot;saturday-21st-september&quot;,\n    &quot;align&quot;: &quot;wide&quot;,\n    &quot;customSlug&quot;: false\n}\">\n    \n<jgu-base-heading react-props=\"{\n    &quot;tags&quot;: {\n        &quot;htmlTag&quot;: &quot;h2&quot;,\n        &quot;classTag&quot;: &quot;h3&quot;,\n        &quot;tag&quot;: &quot;h2.h3&quot;\n    },\n    &quot;heading&quot;: &quot;Saturday (September 21st)&quot;,\n    &quot;textAlign&quot;: &quot;left&quot;,\n    &quot;anchor&quot;: &quot;&quot;,\n    &quot;index&quot;: &quot;&quot;,\n    &quot;color&quot;: &quot;red&quot;\n}\"><\/jgu-base-heading>\n\n\n\n<figure class=\"wp-block-table is-style-stripes\">\n<table class=\"has-fixed-layout\">\n<thead>\n<tr>\n<th>Time<\/th><th>Authors<\/th><th>Title<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>10:30 &#8211; 11:00<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Dr. Karin Gunnarsson is an associate professor in education at the Department of Education, Stockholm University, Sweden. Her research, influenced by posthumanist and postqualitative approaches, focuses on the teaching of equality and norms. For the last four years, she has led a practice-based research project on sexuality education in secondary schools\" data-info-popup-headline=\"About\">Karin Gunnarsson<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Both policy and practice have recurrently emphasised the significance of student participation in sexuality education. For instance, the OECD (2020, 10) states that \" learners=\"\" can=\"\" and=\"\" should=\"\" play=\"\" an=\"\" active=\"\" role=\"\" in=\"\" organizing=\"\" piloting=\"\" implementing=\"\" improving=\"\" the=\"\" sexuality=\"\" education=\"\" addressed=\"\" to=\"\" them=\"\" thus=\"\" a=\"\" commonly=\"\" held=\"\" perspective=\"\" is=\"\" that=\"\" student=\"\" participation=\"\" vital=\"\" but=\"\" queries=\"\" this=\"\" implies=\"\" are=\"\" seldom=\"\" addressed.=\"\" therefore=\"\" paper=\"\" aims=\"\" explore=\"\" frictions=\"\" of=\"\" education.=\"\" empirical=\"\" material=\"\" for=\"\" derived=\"\" from=\"\" four-year=\"\" practice-based=\"\" research=\"\" project=\"\" sweden.=\"\" within=\"\" we=\"\" engaged=\"\" collaboration=\"\" with=\"\" teachers=\"\" three=\"\" secondary=\"\" schools.=\"\" involved=\"\" workshops=\"\" participating=\"\" teaching=\"\" activities=\"\" interviews=\"\" striving=\"\" reimagine=\"\" how=\"\" could=\"\" be=\"\" carried=\"\" out=\"\" everyday=\"\" practices.=\"\" there=\"\" was=\"\" also=\"\" particular=\"\" attention=\"\" on=\"\" exploring=\"\" carry=\"\" out.=\"\" posthumanist=\"\" theoretical=\"\" framework=\"\" here=\"\" explored=\"\" as=\"\" enactments=\"\" collective=\"\" transformative=\"\" assemblages.=\"\" accordingly=\"\" affords=\"\" enacted=\"\" material-affective=\"\" dimensions.=\"\" such=\"\" it=\"\" offers=\"\" specific=\"\" takes=\"\" agency=\"\" power=\"\" formations.=\"\" analysis=\"\" highlights=\"\" engaging=\"\" moulded=\"\" vulnerabilities=\"\" dis=\"\" lack=\"\" sufficient=\"\" knowledge=\"\" well=\"\" time=\"\" resources=\"\" hinders=\"\" efforts=\"\" involve=\"\" students.=\"\" simultaneously=\"\" students=\"\" interest=\"\" engagement=\"\" area=\"\" offered=\"\" productive=\"\" venues=\"\" became=\"\" part=\"\" reproducing=\"\" stabilized=\"\" formations=\"\" about=\"\" gender=\"\" sexuality.=\"\" data-info-popup-headline=\"Abstract\">Fractious Engagements: Exploring Student Participation in Sexuality Education<\/a><\/td>\n<\/tr>\n<tr>\n<td>&#8211; presentation called off &#8211;<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Judith von der Heyde is a professor of social work and diversity at the Fliedner University of Applied Sciences in D\u00fcsseldorf. Her research focuses primarily on practice-theoretical perspectives on inequality.\" data-info-popup-headline=\"About\">((Judith Von der Heyde))<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"In my presentation, I focus on a specific form of transformation of the body in the situation of sex education. This is a highly challenging situation characterised by shame and embarrassment. The sex educators in the study on which this paper is based cite the elimination of shame or dealing with shame as a learning outcome of sex education. (cf. von der Heyde 2022). I would like to follow this path of 'unlearning' and ask how it is possible to 'unlearn' affects, which are reactions of the unavailable body to incorporated aspects learned through socialisation? Do we change our bodies, with the help of education? What role does the subject of sexuality play in this? This is where the perspectives of ethnographic research and its methods can help us, where the continuous access to the field primarily involves the transformation of the research body into the field body. In order to initiate these processes of transformation, it is also helpful to frame sexuality as a multi-layered category of inequality. On the one hand, it divides society into production\/reproduction, male, female through heterosexuality, thus creating a normality of desire and excluding all sexualities beyond heterosexuality. Taking both considerations into account, I would like to develop the perspective of understanding sexuality education as an important part of diversity education and discuss whether and how not only inequalities can be unlearned, as Spivak (1996) postulates, but also affects such as shame. This leads to various challenges but also opportunities for sexuality education, which I would like to discuss in this presentation.\" data-info-popup-headline=\"Abstract\">((Unlearning shame as an educational goal?\nPerspectives in the transformations of the (sex-)knowing body)) <\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>11:00 &#8211; 11:30<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Paul M. Horntrich is a historian of sexuality. His research focuses on the history of sexuality in the German-speaking area since the 19th century. His recent work explored poliTcal, media, and legal debates on pornography in Austria in the second half of the 20th century. He is currently affiliated with the University College for Teacher EducaTon Lower Austria where he teaches courses on teacher training and didacTcs of German language teaching.\" data-info-popup-headline=\"About\">Paul M. Horntrich<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"In the last fifteen years or so, TED and TEDx talks have become one of the major online-based mediators of (supposedly) academic knowledge. By organizing the yearly TED conference and dozens of independently organized TEDx events on topics as diverse as technology, education, entertainment, or science, these typically 18-minute-long talks feature prominent speakers and deliver knowledge in an easily accessible way to broad audiences. Some TED(x) talks feature the topic of sex education and pornography and reach millions of clicks on YouTube. TED(x) talks have thus become an important online medium for sex education. However, which kind of knowledge about sexuality is conveyed through the medium has not yet become the object of scholarly investigation. The planned presentation focuses on TED(x) talks on pornography and asks how pornography as medium and pornography consumption as sexual practice are portrayed, and which concepts of sexualities are conveyed in these talks. It argues that many TED(x) talks portray pornography in a value-conservative way, highlight risks in pornography consumption such as \u201cporn addiction\u201d, and reinforce their claims with biased or distorted evidence. In doing so, they construct a dichotomy between \u201ctrue\u201d sexuality, i.e. cis- gendered, heteronormative vanilla sex in the context of partnerships vs. \u201cdeviant\u201d sexuality linked to diseases and negative personality changes as effect of pornography consumption.\" data-info-popup-headline=\"Abstract\">How TED talks Porn: Knowledge about Sexuality and Pornography in TED and TEDx Talks<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>11:30 &#8211; 12:00<\/em><\/td><td><em>Coffee Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td><strong>12:00 &#8211; 12:30<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Marion Thuswald is a social education worker and a post-doc educational scientist working at the Institute for Education in the Arts at the Academy of Fine Arts Vienna. She has been teaching and researching art and sex education, gender and sexual diversity, teacher training and professionalization for several years, e.g. in an ethnographic research about sex education trainings. Moreover, she has initiated and carried out the participatory research projects Imagining Desires and Reflecting Desires together with artists, school and university students, sex educators, teachers and scientists. Publications and education material from these projects can be found at www.imaginingdesires.at.\" data-info-popup-headline=\"About\">Marion Thuswald<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Pornography is part of the current media landscape and the audio-visual culture. In educational contexts like schools or youth work, the audio-visuality of pornography can be viewed as absent-present: Pornos are absent as they are not shown for legal and pedagogical reasons. Concurrently, images, sounds and language from pornos are present in the imaginary world of many young people (Theny\/Thuswald 2023). Against this background, this presentation examines pornography as a pedagogical topic. Referring to an ethnographic study on sex education trainings for teachers (Thuswald 2022) as well as ongoing analyses of educational videos about pornography (Theny\/Thuswald 2023), the paper analyses sex education discourses about pornography. The presentation focuses on the dimensions of materialities and differences in sex education, but does address the dimension of subjectivities as well: Combining a methodology of critical visual studies (Schaffer 2008) with perspectives from critical education science (Mecheril\/Pl\u00f6\u00dfer 2011; Messerschmidt 2017), the paper explores the aesthetics of sex education materials (like educational videos) and analyses how their imagined audience (professionals and youth) is addressed and what social differentiations are (re)produced, \u201ctroubled\u201d (Francis 2017) or reinterpreted in the material\" data-info-popup-headline=\"Abstract\">Talking about absent-present images? Aesthetics and differences in sex education material about pornography<\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>12:30 &#8211; 13:00<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Anna Hultman is a researcher and lecturer in Swedish and Comparative Literature at Lund University, where she is also part of Birgit Rausing Centre for Medical Humanities. In 2022 she defended her thesis Vid pornografins gr\u00e4ns. Erotik i svensk prosa 1819\u20132019. Her research is oriented within the fields of literary history, history of sexuality and erotica and porn studies, as well as the field of medical humanities.\" data-info-popup-headline=\"About\">Anna Hultman<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"In the late 19th and early 20th century sexology emerged as a scientific discipline, and soon began to be popularized e.g., in sexual education material. A continuous challenge was to assure the respectability of the discipline \u2013 especially as scientific and educational material was often mistaken for and accused of being obscene and pornographic, and as titillating publications often imitated scientific and educational discourse. Both kinds of material were also brought together in contemporary erotica collections (Kendrick 1996; Bull 2014; Bull 2021). With two erotica collections as material \u2013 one at the Royal Library in Stockholm and one private collection based in Stockholm \u2013 I discuss how sexual education emerged and established as a genre on the book market in a Swedish context. Accommodating a wide variety of sexual representations \u2013 from material by The Swedish Association for Sexuality Education (RFSU) to highly graphic, clandestine publications \u2013 these archives both pose methodological challenges and constitutes a unique resource with potential to work as counter archives (Foster 2004; Dean 2014). Combining quantitative and qualitative methods, I explore publication patterns and how sexual education material strived to differentiate itself from pornographic material and achieve respectability. Key concepts in this discussion are what I term legitimization and provocation (Hultman, 2022). The former designates strategies utilized to legitimize a publication, including aspects such as publishing conditions, book materiality, and moral stances and scientific markers within the text. The latter designates all traits making a publication more threatening and pornography-like, including aspects such as accessibility to a wider public, book materiality, mentions of non-normative sexuality and level of explicitness within the text.\" data-info-popup-headline=\"Abstract\">Science and education or pure smut? The emergence of sexual education as a genre on the Swedish book market<\/a><\/td>\n<\/tr>\n<tr>\n<td>&#8211; presentation called off &#8211;<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Madita Oeming is an independent porn scholar from Goettingen, Germany. Already with her Master\u2019s thesis \u201cMoby\u2019s Dick\u201d she entered the field of Porn Studies an began looking at pornography through a Cultural Studies lens. Her Ph.D. project analyzes the US discourse around \u201cporn addiction\u201d as an example of moral panic. Oeming has taught porn classes at various German universities, has given numerous porn talks at national and international conferences and has published in the Porn Studies Journal. She actively communicates her work to audiences outside of academia, most prominently in her recent book Porno \u2013 Eine unversch\u00e4mte Analyse (Rowohlt 2023). Madita is increasingly involved in sex ed contexts and has developed the \u201cPornof\u00fchrerschein\u201d to foster the porn literacy of educators.\" data-info-popup-headline=\"About\">((Madita Oeming))<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Pornography is inhabiting an ambivalent place in today\u2019s society. Through the arrival of the internet, pornographic material has become quickly, freely, and anonymously available and is, therefore, consumed more widely than ever. This new normalization, however, is accompanied by a new alarmism. Best summarized by the buzzword \u201cGeneration Porn\u201d, teenagers and their allegedly dangerous, addictive use of pornography take center stage in today\u2019s alarmist discourse, which willingly ignores the much more ambivalent, actual data on the topic. This talk outlines why the dominant discourse around pornography more generally, and around pornography and teenagers particularly, is as a prime example of media panic and how porn literacy is the most effective means not only of overcoming said porn panic, but also of risk avoidance in terms of preventing some of the legitimate concerns around teenage pornography use. Porn literacy, as porn specific media literacy (D\u00f6ring 2011), is a competence in mediated sexuality that encompasses \u201cskills in accessing, understanding, critiquing and creating mediated representations of sexuality in verbal, visual and performance media\u201d (McKee 2022). Given that porn is now almost exclusively accessed online, it can be considered one of various \u201cdigital literacies\u201d (Pangrazio 2018), i.e. part of the skill set required to navigate the digital landscape of the 21st century. Porn literacy aims at empowering individuals to critically engage with and navigate explicit content responsibly. How can porn literacy be learned? What are the challenges of integrating porn literacy into educational frameworks and curricula? And how can they be overcome?\" data-info-popup-headline=\"Abstract\">((From Porn Panic to Porn Literacy))<\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>13:00<\/strong><\/td><td><em>Quick break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td><strong>followed by<\/strong><\/td><td>Open Floor and Roundup Discussion<\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td><strong>followed by, latest at 14:00<\/strong><\/td><td><em>Goodbye Lunch<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n\n\n<\/jgu-base-tabsitem>\n\n<\/jgu-base-tabs><\/div><\/div>\n<\/jgu-base-section><jgu-base-section react-props=\"{&quot;color&quot;:&quot;dark&quot;,&quot;align&quot;:&quot;wide&quot;,&quot;padding&quot;:&quot;medium&quot;}\">\n<div class=\"jgu-bgsection bg bg-dark\"><div class=\"content padding-medium\"><div\n\tclass=\"jgu-anchorpoint\"\n\tid=\"conference-venues\"\n\tdata-label=\"Conference Venues\"\n\tdata-hide-in-nav=\"false\"\n\ttabindex=\"0\"\n\tdata-initial-scroll=\"true\"\n><\/div>\n\n\n\n<div style=\"height:90px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n<jgu-base-heading react-props=\"{\n    &quot;color&quot;: &quot;default&quot;,\n    &quot;tags&quot;: {\n        &quot;htmlTag&quot;: &quot;h2&quot;,\n        &quot;classTag&quot;: &quot;&quot;,\n        &quot;tag&quot;: &quot;h2&quot;\n    },\n    &quot;heading&quot;: &quot;Conference Venues&quot;,\n    &quot;textAlign&quot;: &quot;left&quot;,\n    &quot;anchor&quot;: &quot;&quot;,\n    &quot;index&quot;: &quot;&quot;\n}\"><\/jgu-base-heading>\n\n\n<jgu-base-heading react-props=\"{\n    &quot;color&quot;: &quot;default&quot;,\n    &quot;tags&quot;: {\n        &quot;htmlTag&quot;: &quot;h2&quot;,\n        &quot;classTag&quot;: &quot;h3&quot;,\n        &quot;tag&quot;: &quot;h2.h3&quot;\n    },\n    &quot;heading&quot;: &quot;Foundation house&quot;,\n    &quot;textAlign&quot;: &quot;left&quot;,\n    &quot;anchor&quot;: &quot;&quot;,\n    &quot;index&quot;: &quot;&quot;\n}\"><\/jgu-base-heading>\n\n\n\n<p>The Foundation house is a newly built meeting place on the JGU campus that was opened in 2023. The modern and multifunctional building serves as an international guest house and seminar center on campus. The Stiftungshaus is located on Wittichweg and is directly connected to the streetcar line that links the campus with the city center. From the streetcar stop &#8220;Friedrich-von-Pfeiffer-Weg&#8221; (streetcar lines 51, 53, 59) it is only one minute to the event building. The seminar room is located on the ground floor and is accessible for wheelchair users.<br\/><br\/>The exact address of the Stiftungshaus is Johann-Friedrich-von-Pfeiffer-Weg 2, 55128 Mainz.<br\/>The workshop will take place in room 00 106 (ground floor, to the left after the entrance).<\/p>\n\n\n<jgu-base-image react-props=\"{\n    &quot;image&quot;: {\n        &quot;url&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/stiftungshaus-scaled-2.jpg&quot;,\n        &quot;id&quot;: 10578,\n        &quot;title&quot;: &quot;stiftungshaus-scaled-2&quot;,\n        &quot;width&quot;: 2560,\n        &quot;height&quot;: 1707,\n        &quot;srcset&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/stiftungshaus-scaled-2.jpg 2560w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/stiftungshaus-scaled-2-300x200.jpg 300w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/stiftungshaus-scaled-2-1024x683.jpg 1024w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/stiftungshaus-scaled-2-768x512.jpg 768w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/stiftungshaus-scaled-2-1536x1024.jpg 1536w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/stiftungshaus-scaled-2-2048x1366.jpg 2048w&quot;\n    },\n    &quot;align&quot;: &quot;&quot;,\n    &quot;hasLightbox&quot;: false,\n    &quot;caption&quot;: &quot;&quot;,\n    &quot;imgWidth&quot;: 0,\n    &quot;link&quot;: {\n        &quot;url&quot;: &quot;&quot;,\n        &quot;target&quot;: &quot;&quot;,\n        &quot;rel&quot;: &quot;&quot;\n    }\n}\" class=\"align-\">\n    \n<\/jgu-base-image>\n\n\n<div style=\"height:90px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n<jgu-base-heading react-props=\"{\n    &quot;color&quot;: &quot;default&quot;,\n    &quot;tags&quot;: {\n        &quot;htmlTag&quot;: &quot;h2&quot;,\n        &quot;classTag&quot;: &quot;h3&quot;,\n        &quot;tag&quot;: &quot;h2.h3&quot;\n    },\n    &quot;heading&quot;: &quot;School of Music&quot;,\n    &quot;textAlign&quot;: &quot;left&quot;,\n    &quot;anchor&quot;: &quot;&quot;,\n    &quot;index&quot;: &quot;&quot;\n}\"><\/jgu-base-heading>\n\n\n\n<p>The opening keynote by Jack Halberstam and the evening reception on the first day of the conference will take place at the Hochschule f\u00fcr Musik (School of Music) on the JGU campus. The building is very close to the Stiftungshaus and only a few minutes&#8217; walk away. For the keynote we have the opportunity to use the Red Hall, one of the schools&#8217; central concert halls, which is located in the heart of the building. The evening reception on Thursday will take place in the courtyard, weather permitting. The rooms are also accessible for wheelchair users.<\/p>\n\n\n\n<p>The exact address of the School of Music is Jakob-Welder-Weg 28, 55128 Mainz.<\/p>\n\n\n<jgu-base-imagegallery react-props=\"{\n    &quot;images&quot;: [\n        {\n            &quot;url&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Innenhof.jpg&quot;,\n            &quot;id&quot;: 10605,\n            &quot;title&quot;: &quot;Innenhof&quot;,\n            &quot;width&quot;: 625,\n            &quot;height&quot;: 468,\n            &quot;srcset&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Innenhof.jpg 625w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Innenhof-300x225.jpg 300w&quot;,\n            &quot;src&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Innenhof.jpg&quot;\n        },\n        {\n            &quot;url&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Roter-Saal.jpg&quot;,\n            &quot;id&quot;: 10611,\n            &quot;title&quot;: &quot;Roter-Saal&quot;,\n            &quot;width&quot;: 625,\n            &quot;height&quot;: 468,\n            &quot;srcset&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Roter-Saal.jpg 625w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Roter-Saal-300x225.jpg 300w&quot;,\n            &quot;src&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Roter-Saal.jpg&quot;\n        }\n    ],\n    &quot;align&quot;: &quot;wide&quot;,\n    &quot;withThumbs&quot;: true,\n    &quot;thumbsPosition&quot;: &quot;right&quot;,\n    &quot;initSlide&quot;: 1,\n    &quot;aspectRatio&quot;: &quot;16-9&quot;,\n    &quot;screenwidth&quot;: false,\n    &quot;width&quot;: &quot;100cqw&quot;,\n    &quot;perPage&quot;: 1\n}\">\n\n<\/jgu-base-imagegallery>\n\n\n<jgu-base-heading react-props=\"{\n    &quot;color&quot;: &quot;default&quot;,\n    &quot;tags&quot;: {\n        &quot;htmlTag&quot;: &quot;h2&quot;,\n        &quot;classTag&quot;: &quot;&quot;,\n        &quot;tag&quot;: &quot;h2&quot;\n    },\n    &quot;heading&quot;: &quot;Location on Campus map&quot;,\n    &quot;textAlign&quot;: &quot;left&quot;,\n    &quot;anchor&quot;: &quot;&quot;,\n    &quot;index&quot;: &quot;&quot;\n}\"><\/jgu-base-heading>\n\n\n<jgu-base-image react-props=\"{\n    &quot;image&quot;: {\n        &quot;url&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Campus_map_quali-scaled.jpg&quot;,\n        &quot;id&quot;: 10797,\n        &quot;title&quot;: &quot;Campus_map_quali&quot;,\n        &quot;width&quot;: 2560,\n        &quot;height&quot;: 1494,\n        &quot;srcset&quot;: &quot;https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Campus_map_quali-scaled.jpg 2560w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Campus_map_quali-300x175.jpg 300w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Campus_map_quali-1024x598.jpg 1024w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Campus_map_quali-768x448.jpg 768w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Campus_map_quali-1536x897.jpg 1536w, https:\\\/\\\/cms.zdv.uni-mainz.de\\\/fb02-koerpersoziologie\\\/wp-content\\\/uploads\\\/sites\\\/264\\\/2024\\\/07\\\/Campus_map_quali-2048x1195.jpg 2048w&quot;\n    },\n    &quot;caption&quot;: &quot;The streetcar stop \\&quot;Friedrich-v.-Pfeiffer-Weg\\&quot; and both the conference venues are located within the red circle.&quot;,\n    &quot;align&quot;: &quot;&quot;,\n    &quot;hasLightbox&quot;: false,\n    &quot;imgWidth&quot;: 0,\n    &quot;link&quot;: {\n        &quot;url&quot;: &quot;&quot;,\n        &quot;target&quot;: &quot;&quot;,\n        &quot;rel&quot;: &quot;&quot;\n    }\n}\" class=\"align-\">\n    \n<\/jgu-base-image><\/div><\/div>\n<\/jgu-base-section><jgu-base-section react-props=\"{&quot;color&quot;:&quot;white&quot;,&quot;align&quot;:&quot;wide&quot;,&quot;padding&quot;:&quot;medium&quot;}\">\n<div class=\"jgu-bgsection bg bg-white\"><div class=\"content padding-medium\"><div\n\tclass=\"jgu-anchorpoint\"\n\tid=\"information-for-guests\"\n\tdata-label=\"Information for Guests\"\n\tdata-hide-in-nav=\"false\"\n\ttabindex=\"0\"\n\tdata-initial-scroll=\"true\"\n><\/div>\n\n\n<jgu-base-heading react-props=\"{\n    &quot;tags&quot;: {\n        &quot;htmlTag&quot;: &quot;h2&quot;,\n        &quot;classTag&quot;: &quot;h2&quot;,\n        &quot;tag&quot;: &quot;h2.h2&quot;\n    },\n    &quot;heading&quot;: &quot;Information for Guests&quot;,\n    &quot;textAlign&quot;: &quot;left&quot;,\n    &quot;anchor&quot;: &quot;&quot;,\n    &quot;index&quot;: &quot;&quot;,\n    &quot;color&quot;: &quot;red&quot;\n}\"><\/jgu-base-heading>\n\n\n\n<p>As organizers we are committed to providing an inclusive space for as many people as possible to join us and participate in the conference.  <\/p>\n\n\n\n<p>Due to limited seating space, we cannot welcome any more guests to the Workshop on site.\nHowever, we offer a <strong>streaming option via BigBlueButton<\/strong>.\nIf you would like to view the conference remotely, <strong>please register via mail at <a href=\"\">SexEd24@uni-mainz.de.<\/a><\/strong>  <\/p>\n\n\n\n<p>We still welcome guests on site for the evening keynote by Jack Halberstam on Thursday, September 19, 6:30 pm at the &#8220;Red Hall&#8221; of the School of Music.<\/p>\n<\/div><\/div>\n<\/jgu-base-section>    <div style=\"display: none\">\n        \n    <\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":480,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-10869","page","type-page","status-publish","hentry"],"content_raw":"<!-- wp:jgu\/pageheader {\"items\":[{\"box\":{\"index\":\"September 19th - 21st\",\"title\":\"Workshop\\u003Cbr\\u003ESex Education: \\u003Cbr\\u003ESubjectivities, Materialities, Differences\",\"link\":{\"url\":\"\",\"title\":\"learn more\"}},\"color\":\"red\",\"image\":{\"url\":null,\"id\":10566},\"imgCredit\":\"\",\"useVideo\":false,\"video\":false}],\"type\":\"default\"} \/--><!-- wp:jgu\/anchornavigation \/--><!-- wp:jgu\/section {\"color\": \"dark\"} -->\n<div class=\"jgu-bgsection bg bg-dark\"><div class=\"content padding-medium\"><!-- wp:jgu\/anchorpoint {\"title\":\"About\",\"slug\":\"about\"} \/-->\n\n<!-- wp:jgu\/heading {\"index\":\"International and Interdisciplinary Workshop\",\"color\":\"default\",\"tags\":{\"htmlTag\":\"h2\",\"classTag\":\"h2\",\"tag\":\"h2.h2\"},\"heading\":\"Sex Education:\\u003Cbr\\u003ESubjectivities, Materialities, Differences\"} \/-->\n\n<!-- wp:paragraph {\"translatedWithWPMLTM\":\"1\"} -->\n<p>The workshop aims to provide a platform for interdisciplinary discourse and critical reflections on the various dimensions of Sex Education, including its subjectivities, materialities, and differences. Sex Education is subject to ongoing heated and often morally charged social and political debates and an arena of the \"Sexual Antinomies in Late Modernity\" (Jackson\/Scott 2004): It is often perceived either as instrument for indoctrination or as necessary tool for sexual autonomy. Beyond such moralizing discourses, the forthcoming workshop is interested in a perspective on sexuality as a cultural product of knowledge processes: We understand Sex Education (1) as a key cultural field in which knowledge about sexuality, and thus \"sexuality\" itself, is re-produced, and (2) in a broad sense: In addition to institutionalized educational programs (e. g. in schools or as offered by NGOs or sexual health programs), we include all phenomena that convey sexual knowledge in their self-understanding (including but not limited to areas such as tantra, sexual assistance, ...), or that can be analyzed as 'educational' in a wider sense (such as literature, art, porn, social media, ...).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Read the full Call for Papers <a href=\"https:\/\/seafile.rlp.net\/f\/b713a35823db417f963b\/?dl=1\" data-type=\"link\" data-id=\"https:\/\/seafile.rlp.net\/f\/b713a35823db417f963b\/?dl=1\">here<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The workshop is organized by <a href=\"https:\/\/koerper.soziologie.uni-mainz.de\/jun-prof-dr-tobias-boll\/\" data-type=\"page\" data-id=\"9026\" target=\"_blank\" rel=\"noreferrer noopener\">Tobias Boll<\/a>, <a href=\"https:\/\/koerper.soziologie.uni-mainz.de\/miriam-brunnengraeber-m-a\/\" data-type=\"page\" data-id=\"8796\" target=\"_blank\" rel=\"noreferrer noopener\">Miriam Brunnengr\u00e4ber<\/a>, and <a href=\"https:\/\/koerper.soziologie.uni-mainz.de\/maik-wiesen-m-sc\/\" data-type=\"page\" data-id=\"9014\" target=\"_blank\" rel=\"noreferrer noopener\">Maik Wiesen<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"fontSize\":\"normal\"} -->\n<p class=\"has-normal-font-size\">The workshop is hosted by the collaborative research center <strong><a href=\"https:\/\/www.crc1482.de\" data-type=\"link\" data-id=\"https:\/\/www.crc1482.de\">Studies in Human Differentiation<\/a><\/strong> (funded by German Research Foundation) and co-funded by the <strong><a href=\"https:\/\/www.gff.uni-mainz.de\" data-type=\"link\" data-id=\"https:\/\/www.gff.uni-mainz.de\">Georg Forster Forum<\/a><\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:jgu\/image {\"align\":\"left\",\"image\":{\"url\":null,\"id\":10851,\"hideImageDescription\":true,\"darkBackground\":false,\"hideCredit\":false},\"hasLightbox\":true,\"link\":[],\"width\":100} \/-->\n\n<!-- wp:jgu\/image {\"align\":\"left\",\"image\":{\"url\":null,\"id\":10845,\"hideImageDescription\":true},\"hasLightbox\":true,\"link\":[],\"width\":100} \/--><\/div><\/div>\n<!-- \/wp:jgu\/section --><!-- wp:jgu\/section {\"noSpace\": true, \"color\": \"light\"} -->\n<div class=\"jgu-bgsection bg bg-light\"><div class=\"content padding-medium\"><!-- wp:jgu\/anchorpoint {\"title\":\"Program and Speakers\",\"slug\":\"program-and-speakers\"} \/-->\n\n<!-- wp:jgu\/heading {\"index\":\"Program and Speakers\",\"tags\":{\"htmlTag\":\"h2\",\"classTag\":\"\",\"tag\":\"h2\"},\"heading\":\"Program\"} \/-->\n\n<!-- wp:paragraph {\"fontSize\":\"big\"} -->\n<p class=\"has-big-font-size\">Click on the author names and presentation titles for more information. All times correspond to ECST.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:jgu\/notification-banner {\"iconColor\":\"white\",\"bgColor\":\"green\"} -->\n<!-- wp:paragraph -->\n<p>Program changes (newest: September 20)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:jgu\/list -->\n<!-- wp:jgu\/list-item {\"icon\":\"exclamation-triangle-solid\",\"title\":\"\\u003Cstrong\\u003EPlease be aware that there have been several cancellations and that all times from Friday, noon on have been altered.  \\u003C\/strong\\u003E\\u003Cbr\\u003E\\u003Cstrong\\u003EPlease refer to the timetables below for actual times.\\u003C\/strong\\u003E\",\"uuid\":\"1726647626313\",\"link\":{\"url\":null}} \/-->\n\n<!-- wp:jgu\/list-item {\"icon\":\"calendar-week-solid\",\"title\":\"The presentation by \\u003Cstrong\\u003EKataryna Yeremieieva\\u003C\/strong\\u003E (Friday, 2:30 pm) has been called off.\",\"uuid\":\"1726647626313\"} \/-->\n\n<!-- wp:jgu\/list-item {\"icon\":\"calendar-week-solid\",\"title\":\"The presentation by \\u003Cstrong\\u003ESabine Flick\\u003C\/strong\\u003E (Friday, 4:00 pm) has been called off.\",\"uuid\":\"1726647626313\"} \/-->\n\n<!-- wp:jgu\/list-item {\"icon\":\"calendar-week-solid\",\"title\":\"The presentation by \\u003Cstrong\\u003EJudith von der Heyde\\u003C\/strong\\u003E (Saturday, 10:45 am) has been called off.\",\"uuid\":\"1726647626313\"} \/-->\n\n<!-- wp:jgu\/list-item {\"icon\":\"calendar-week-solid\",\"title\":\"The presentation by \\u003Cstrong\\u003EMadita Oeming\\u003C\/strong\\u003E (Saturday, 1:30 pm) has been called off.\",\"uuid\":\"1726647626313\"} \/-->\n<!-- \/wp:jgu\/list -->\n<!-- \/wp:jgu\/notification-banner -->\n\n<!-- wp:spacer {\"height\":\"50px\"} -->\n<div style=\"height:50px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:jgu\/tabs {\"stackMobile\":true,\"hasAllOpenButton\":false,\"onlyOne\":true,\"enableSearch\":true} -->\n<!-- wp:jgu\/tabs-item {\"title\":\"Thursday (September 19th)\",\"slug\":\"thursday-19th-september\"} -->\n<!-- wp:jgu\/heading {\"tags\":{\"htmlTag\":\"h2\",\"classTag\":\"h3\",\"tag\":\"h2.h3\"},\"heading\":\"Thursday (September 19th)\"} \/-->\n\n<!-- wp:freeform {\"translatedWithWPMLTM\":\"1\"} -->\n<figure class=\"wp-block-table is-style-stripes\">\n<table class=\"has-fixed-layout\">\n<thead>\n<tr>\n<th>Time<\/th><th>Authors<\/th><th>Title<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><em>from 13:15<\/em><\/td><td><em>Arrival and Welcome<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td><em>14:00 - 14:30<\/em><\/td><td><em>Tobias Boll \/ Maik Wiesen \/ Miriam Brunnengr\u00e4ber<\/em><\/td><td><em>Introduction<\/em><\/td>\n<\/tr>\n<tr>\n<td>14:30 - 15:00<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Sahar Gal is a graduate student in the Gender Studies Program at Bar Ilan University, a high school teacher, a member of the board of directors of the \u2018The Israeli Association of Sex Education,\u2019 and a facilitator of sex education workshops.\" data-info-popup-headline=\"About\">Sahar Gal<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Scholarship on sex education distinguishes between formal and informal practices, studying mostly formal sex education. Informal sex education consists of peer conversations, movies, internet, and books. It operates wherever youth operate but I focused on the school space and examined the social process characterizing informal sex education and how young people aged 15-18 experience it. Studying its significance for the development of sexual subjectivity, I conducted a phenomenological research based on 20 semi-structured in-depth interviews and analyzed them following grounded theory. It emerged that informal sex education at school consists of a social process composed of three stages: At the first stage youth encounter a wall of silencing at school: threats of ridicule and humiliation inflicted on anyone who exposes their need to learn; at the second stage youth search for opportunities to learn by identifying students who could provide information in safe spaces \u2013 I call those \u201cdetecting cracks\u201d in the silencing wall. At the third stage a \u201clearning process\u201d is enabled. It constitutes a sense of ownership over the learning and a sense of entitlement to sexual pleasure and safe conduct within an intimate situation. Through the three stages process, young people transform the informal sex education space from potential to reality and establish their sexual subjectivity. I discuss the salience of the emerging process for the encouragement youth can experience to be active in identifying the exact knowledge they need and locate the sources of knowledge they need.\" data-info-popup-headline=\"Abstract\">Informal sex education and the development of sexual subjectivity among adolescents <em>(online)<\/em><\/a><\/td>\n<\/tr>\n<tr>\n<td>15:00 - 15:30<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Tanja Vogler is a postdoctoral research assistant at the Department of Education at the University of Vienna in the Education and Inequality Unit. Her teaching and research focuses on queer-feminist and postcolonial theories of subjectivation, critical discourse analysis, social movements (queer activism) and sexuality education.\" data-info-popup-headline=\"About\">Tanja Vogler<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-headline=\"Abstract\" data-info-popup-body=\"Drawing on Foucault 1978 [1976], and Judith Butler (1993), this paper understands sexual experiences as effects of discourses that are historically contingent and linked to power. The aim of this paper is to deepen the understanding of the relationship between sexuality and truth that is constituted in contemporary informal discourses of sexuality education. Following Foucault\u2019s (1990 [1984]) methodological reflections in The Use of Pleasure the focus of analysis is less on the power and knowledge axis \u2013 the side of domination \u2013 than on the ethical axis \u2013 the side of the subject. Foucault offers an analysis grid that makes it possible to examine the specific way in which subjects recognise themselves as subjects of desire. In The History of Sexuality 2-4 Foucault is not so much interested in sexual moral codes (e.g. heterosexuality, monogamy), which hardly change, but more in what he calls sexual ethics (the ethical substance, the mode of subjection, the techniques, teleology). Based on this analysis grid, a discourse analysis of informal educational materials (magazines, homepages, online blogs) from the German-speaking LGBTIQA* community between 2012 and 2023 was conducted. The aim of this analysis is to understand where LGBTIQA* sexual ethics reproduce and disrupt \u201cnormative, hegemonic orders\u201d (Brodersen et.al 2021) and where they enable an \u201cethics of cohabitation\u201c (Butler 2015).\">Ethical Subjectivation in Informal Educational Discourses on LGBTIQA* Sexuality<\/a><\/td>\n<\/tr>\n<tr>\n<td>15:30 - 16:00<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-headline=\"About\" data-info-popup-body=\"Prof. Dr. Esther Berner has been a Professor of Education, specializing in the History of Ideas and Discourse History, at Helmut Schmidt University \/ University of the Federal Armed Forces Hamburg since 2017. She earned her Doctorate (Dr. phil.) from the University of Zurich in 2010, with her dissertation titled \"In the Name of Reason and Christianity: The Zurich Rural School Reform in the Late 18th Century,\" published by B\u00f6hlau-Verlag as part of the series Contributions to Historical Educational Research (vol. 40). From 2012 to 2015, she served as Deputy Professor of General Education at the University of Potsdam. Her main areas of research include the history of physical education and the body, the interplay between pedagogy and the military from a historical perspective, vocational education and training through historical lenses, and the relationship between education and work within a convention sociological framework.\">Esther Berner<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"The article focuses on the role of (popular) medical, biological, anthropological and increasingly also sexological knowledge with regard to the sexual and erotic subjectivation of women at the beginning of the 20th century. With the German-language guidebooks for women selected for this purpose, a source genre that has received little attention to date is at the center of the analyses. In addition, M\u00f6hring's observation that Foucault's studies on sexuality and subjectivation mention gender-specific body practices only marginally at best can still claim to be valid.1 The selected sources not only impart knowledge, but also convey concrete instructions for action and behavior. In addition, the proliferation and distribution of this literature suggests that it had a considerable impact on the (female) population. While the books of the period up to the First World War were almost exclusively written by men and primarily dealt with questions of anatomy, physiology, hygiene and health of the female sexual and reproductive body, a change or addition can be observed in the following years, not only in terms of authorship, but also in terms of purpose and content. In the context of a critical marriage discourse, more and more books written by women came onto the market that addressed the female experience of sexuality beyond the traditional role ascription in the reproductive process. As a result, their needs and feelings during sex and in partnerships - which sometimes differed from those of men - are coming to the fore, as are disappointments due to a lack of sex education. Sexuality and partnership now become an important part of a happy marriage and must be shaped by both partners. The guiding question for source analysis and its embedding in the leading discourses (sexual reform, eugenics and population policy, women's movement, democratization, etc.) is whether and in what way a change in the norms of female sexuality has taken place. What possibilities for (more) self-determined female sexuality were offered by changes in the coding of the female body and of marriage and sexuality?\" data-info-popup-headline=\"Abstract\">Female Sexuality between Biopolitics and (Erotic) Self-Determination: Women's Guidebooks as a Medium of Female Subjectivation (1900-1933)<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>16:00 - 16:30<\/em><\/td><td><em>Coffee Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td>16:30 - 17:00<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Annika Amber is an aspiring scholar pursuing her doctorate in Sociology at the University of Hyderabad. She has a keen interest in modern and contemporary sexualities, the sociology of intimacy, digital sociology, and a theoretical inclination to broaden the horizon of body and affective politics. With a rigorous methodlogical enagement in digital ethnography, her current scholarly endeavors revolve around exploring online sex education within the context of India.\" data-info-popup-headline=\"About\">Annika Amber<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Social media has become a breeding ground for sex educators in India despite the lack of fully institutionalized sex education. Before the advent of the internet, informal sex education through mass media primarily focused on heterosexual imagination of sex. However, it inadvertently opened up public discourse on non-normative desires. In contemporary times, social media has contributed significantly to platformizing a more diversified sex pedagogy. Online feminist and queer activism, like protests against Section 377, the Pink Chaddhi movement, the Kiss of Love protest, and #MeToo, served as a precursor for rights-based sexual and reproductive health pedagogy. Based on the digital ethnography of one such web-media-based sex education project, Agents of Ishq (AoI), this paper problematizes AoI\u2019s attempt to decolonize \u201cIndian sexuality.\u201d AoI focuses on revamping the Indianness of sex primarily through the use of desi(Indian) and queer narratives, sexual experiences, art, literature, history, pop culture, and storytelling. The intersections between Indianness and queerness are charted by constructing a networked affective public where collective bodily feelings and experiences of love, romance, desire, and intimacy exceed binary logics of moral\/immoral, good\/bad touch, safe\/unsafe sex, and normal\/pathological sexuality. This paper argues that AoI enables a networked affective public by using digital art and storytelling as a \u2018structure of feeling\u2019 to mobilize a sense of belongingness to hitherto invisible queer personal stories and histories. Although Global North's perspective on Comprehensive Sexuality Education prevails in AoI\u2019s approach, it continues to center epistemic positionalities of sexuality, gender, class, race, caste, and disability.\" data-info-popup-headline=\"Abstract\">\"We give sex a good name\" - Exploring decolonial online sex pedagogy of Agents of Ishq<\/a><\/td>\n<\/tr>\n<tr>\n<td>17:00 - 17:30<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Armanc Y\u0131ld\u0131z is a political anthropologist working on race, religion, science, sexuality, and value in Europe. Currently, he is a Postdoctoral Research Fellow at Humboldt-Universit\u00e4t zu Berlin, within the International Research Training Group, Transformative Religion. He completed his Ph.D. at the Department of Anthropology at Harvard University, with a secondary degree in Studies of Women, Gender, and Sexuality.\" data-info-popup-headline=\"About\">Armanc Y\u0131ld\u0131z<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Comprehensive sex education programs in Germany are widely celebrated by liberals in the country and around the world. In reality, however, the compulsory sex education is mostly limited to one or two class hours led by biology teachers, who are not trained in how to conduct sex education. NGOs come into the picture at this point, offering extracurricular sex education programs either by visiting schools for half-day workshops or inviting classes to their offices. In these workshops, students learn not only the biological aspects of sex and sexuality such as reproduction, anatomy, contraceptives, and STDs, but also social aspects of it ranging from dating to expressing their sexual orientations. In my field research with sex educators in Berlin, I noticed that not only they refer to a singular knowledge of sexuality, but they consider this knowledge to be applicable to everywhere in the world. In practice, this means applying this knowledge in their sex education sessions, regardless of their students\u2019 backgrounds. In some cases, this brought about conflicts with students who were perceived as Muslims. In this paper, I argue that despite their best efforts, sex educators and sex education in Germany effectively racializes Islam in practice through a color-blind conception of universal sexuality that assumes all its subjects to be White. As such, sex education reproduces a kind of liberal White subjectivity and particular social values while failing to attain the wider claims it makes on the basis of the supposed universality of the body.\" data-info-popup-headline=\"Abstract\">Between the Universality of the Body and the Particularity of Sexual Values: Sexuality and Race in the Sex Education of Germany<\/a><\/td>\n<\/tr>\n<tr>\n<td>17:30 - 18:00<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"After many years as a teacher in science, mathematics, and technology, Hannele Junkala has worked as a teacher trainer at Dalarna University, Sweden. In January 2024, she became a PhD after doctoral studies at the Department of Science and Mathematics Education and Gender Studies at Ume\u00e5 University, Sweden.\" data-info-popup-headline=\"About\">Hannele Junkala<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Sexuality education, SE, is a complex school subject under constant change. Teachers in Sweden find it difficult to keep up with societal trends that affect the subject and to handle emotionally charged discussions. Therefore, teachers need tools for teaching this subject, regarding both the content itself and the teaching methods. In my doctoral project, I have analysed Swedish biology textbooks in grades 7-9 and conducted classroom observations during SE lessons in grade 8. Content analysis through feminist, crip, and queer perspectives shows that trans, homosexuality, bisexuality, and heterosexuality are standard content in Swedish SE content. Representations of disabilities are sparse, while intersex and asexuality are hardly mentioned. Also, analysis through critical race theory shows that textbook references to legislation, science, progression, ethnicity, tradition, and culture construct Swedish whiteness as a \u2018happy\u2019 place \u2018here\u2019, in contrast to less happy places elsewhere, far away \u2018there\u2019. In all education, there is also risk in the form of the unexpected. Short interruptions of unexpected student comments during classroom observations of SE are analysed through the theoretical concepts of becomings, intensity, and glow. According to the results, student engagement is aroused when teachers capture unexpected comments, allowing new concepts to enrich the SE content. In sum, Swedish SE needs to embrace more diverse content. This could be achieved through fluid conceptions of bodies and sexualities, thus facilitating students' recognition and subjectification, especially through the inclusion of nuances of asexuality, alternative family constellations, intersex, and crip.\" data-info-popup-headline=\"Abstract\">Bodies, sexualities, and the unexpected: Critical perspectives on Swedish sexuality education within biology<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>18:00 - 18:30<\/em><\/td><td><em>Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td>18:30 - 19:30<\/td><td><strong>Keynote \/ Opening Lecture:<\/strong> <a class=\"jgu-with-info-popup\" data-info-popup-body=\"Jack Halberstam is a renowned scholar, author, and cultural critic, celebrated for his contributions to gender studies, queer theory, and popular culture. He is a Professor of English and Gender Studies at Columbia University, where his work spans diverse fields including literature, film, and visual culture. Halberstam's influential publications include \"The Queer Art of Failure\" (2011), which challenges conventional success narratives and explores alternative ways of knowing and being, and \"Gaga Feminism: Sex, Gender, and the End of Normal\" (2012), which examines contemporary shifts in gender and sexual politics. His earlier work, \"Female Masculinity\" (1998), remains a seminal text in queer theory, offering groundbreaking insights into the expressions and perceptions of masculinity in female bodies.\" data-info-popup-headline=\"About\">Jack Halberstam<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-headline=\"Abstract\" data-info-popup-body=\"In this talk I will offer a compact history of mid twentieth century art by turning to a standoff between a straight man, Gordon Marta-Clark, who introduced ideas of unbuilding into the crowded city scape, and a gay man, Philip Johnson, responsible for some of its most grand skyscrapers. As Matta-Clark studied buildings to learn how to engineer their collapse, Johnson advocated for the removal of poor communities and made architecture and real estate synonymous. What can be learned from studying sex, art and what Marta-Clark termed anarchitecture? What does demolition make possible that development denies? How should we think about Philip Johnson\u2019s gayness in relation to his fascist commitments? \">Sex, Art and Anarchitecture<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>from 19:30<\/em><\/td><td><em>Reception with Fingerfood and Drinks <\/em><br><em>School of Music Courtyard<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<!-- \/wp:freeform -->\n<!-- \/wp:jgu\/tabs-item -->\n\n<!-- wp:jgu\/tabs-item {\"title\":\"Friday (September 20th)\",\"slug\":\"friday-20th-september\"} -->\n<!-- wp:jgu\/heading {\"tags\":{\"htmlTag\":\"h2\",\"classTag\":\"h3\",\"tag\":\"h2.h3\"},\"heading\":\"Friday (September 20th)\"} \/-->\n\n<!-- wp:freeform {\"translatedWithWPMLTM\":\"1\"} -->\n<figure class=\"wp-block-table is-style-stripes\">\n<table class=\"has-fixed-layout\">\n<thead>\n<tr>\n<th>Time<\/th><th>Authors<\/th><th>Title<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>10:30 - 11:00<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Folke Brodersen, Dr. des., was research associate at the German Youth Institute and received PhD-funding from Heinrich-B\u00f6ll foundation. They explore empirical subjectivation research, queer youth work and the nexus of therapy, sexuality and concepts of self. Currently Folke is part of the Working Group \u2018Gender &amp; Diversity Studies\u2019 at Kiel University.\" data-info-popup-headline=\"About\">Folke Brodersen<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Potential Perpetrators \u2013 Potential Offenders. These concepts serve as the foundation for therapeutic and self-help approaches aimed at preventing sexual child abuse. They specifically target and produce individuals deemed 'at risk' of offending while at the same time possessing the capacity for self-intervention. Thereby, the question arises as to what defines the 'potential' for engaging in sexual violence. And what are educational strategies employed to address one\u2019s sexual self to account for such a possibility? This presentation delves into the subjectivation inherent in primary prevention efforts against sexual child abuse. Unlike therapy with offenders it can\u2019t draw on situations that have happened in the past. Instead, it relies on the examination of 'sexual fantasies' as a surrogate to extrapolate potential future actions. This poses a new social position especially for the paedophile: As a potential offender he not only persists as a danger, whose difference is outcast as an abject. By identifying, observing, and acknowledging his fantasies, he can develop a capacity for sexual control. With this discussion of preventive subjectivation I underscore that sex education encompasses perspectives centred on potential perpetrators. Drawing upon insights from therapeutic and self-help concepts, I will focus on the emotional balance achieved through cognitively differentiating one's affects and making oneself happy. Comparative analyses of interviews with paedophile participants of these programs reveal a substitution of sexual feelings with emotional closeness to children. My talk aims to provide an understanding of the affective dimension of preventive subjectivation and how sex education, along with its participants, converge in fostering positive yet unattached feelings.\" data-info-popup-headline=\"Abstract\">\"Don't Offend.\" Therapeutic Subjectivation Accounting for Potential Perpetrators<\/a><\/td>\n<\/tr>\n<tr>\n<td>11:00 - 11:30<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"As a committed Ph.D. Scholar at the Dr. K. R. Narayanan Centre for Dalit and Minorities Studies, Jamia Millia Islamia, India, they began their academic journey at Miranda House, University of Delhi, India, completing their Bachelor's degree, and later earned a Master's degree in History from Indira Gandhi National Open University, India. Supported by the Government of India as a Senior Research Fellow, Disha explores queer history, identity, and the moral fabric of the Victorian era, with a focus on Section 377 of the Indian Penal Code. Their research extends beyond academia, with presentations at global conferences sparking dialogue and connections across continents. Anticipated publications will contribute to understanding gender, sexuality, and identity in historical contexts, reflecting their enduring commitment to uncovering marginalised narratives and advancing knowledge.\" data-info-popup-headline=\"About\">Disha<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"This paper delves into the colonial-era landscape of sexual offences in India, spotlighting a significant 1911 case involving a wife's extramarital affair and her husband's engagement in sodomy. This case underscores the complexities of sexual transgressions within colonial Indian society, notably overlooking marital rape and revealing skewed perceptions of sexual morality. Under British rule, India experienced a transformation in societal norms, particularly regarding sexuality. The imposition of Victorian morality by colonial authorities clashed with pre-colonial sexual cultures, creating a complex regulatory environment. Colonial laws governing adultery and sodomy, such as Section 377 and Section 497 of the Indian Penal Code, reflected Victorian standards and served British and upper-caste interests, perpetuating gender bias and power imbalances within marriages. The 1911 case exemplifies how colonial laws influenced individual lives and societal perceptions of justice. The failure to address marital rape highlights patriarchal attitudes prevailing in colonial India, where women's autonomy was often disregarded. This narrative intersects with broader discussions on sexuality as a product of power-knowledge dynamics, as described by Michel Foucault. Colonial imposition of British morality reshaped indigenous understandings of sexuality, perpetuating power imbalances. Furthermore, the paper reflects on the lasting impact of colonial-era sexual legislation on Indian society. Despite gaining independence, India continues to grapple with the legacy of colonial laws. The persistence of Section 377, criminalizing consensual homosexual acts until its partial repeal in 2018, and the adultery law's repeal in the same year, highlight the enduring influence of colonial norms on sexual rights and justice in India.\" data-info-popup-headline=\"Abstract\">The Colonial Matrix of Sexual Offences: Unravelling Sodomy, Adultery, and Marital Rape in Early 20th Century India through the Lens of Power-Knowledge Dynamics<\/a> <em>(online)<\/em><\/td>\n<\/tr>\n<tr>\n<td><em>11:30 - 12:00<\/em><\/td><td><em>Coffee Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td>12:00 - 13:00<\/td><td><strong>Keynote:<\/strong> <a class=\"jgu-with-info-popup\" data-info-popup-body=\"Elisabeth Tuider is widely recognized for her contributions to the study of sexuality, gender, and education. She is a Professor of Sociology at the University of Kassel, where she specializes in sexual and gender diversity, sexual education, and queer theory. She studied education and psychology in Vienna, wrote her doctorate at the University of Kiel, and worked as a lecturer at the University of Economics and Politics in Hamburg and as a research assistant at the Center for Feminist Studies in Kiel. Elisabeth Tuider was also a research assistant at the Institute for Sociology at the University of M\u00fcnster and a visiting professor for international women's and gender studies at the Institute for Educational Sciences (University of Hildesheim Foundation). In Hildesheim, she was also Professor of Educational Sciences with a focus on diversity education. Her relevant publications include: Retkowski, Alexandra\/Treibel, Angelika\/Tuider, Elisabeth (Ed.) (2018): Handbuch Sexualisierte Gewalt und p\u00e4dagogische Kontexte. Weinheim\/Basel: Beltz Juventa. Tuider, Elisabeth\/Wanielik, Reiner im Interview mit Frank Herrath (2022): Sexuelle Bildung in Gegenwart und Zukunft. In: B\u00f6hm, Maika\/Kopitzke, Elisa\/Herrath, Frank\/Sielert, Uwe (Hg.), Praxishandbuch Sexuelle Bildung im Erwachsenenalter. 2. Auflage. Weinheim: Beltz Juventa, 623\u2013642.\" data-info-popup-headline=\"About\">Elisabeth Tuider<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-headline=\"Abstract\" data-info-popup-body=\"On the basis of two research projects on sexualized violence in pedagogical contexts (funded by the Federal Ministry of Education and Research), the lecture will examine the current modes of subjectivation of sexual self-determination. Two traces will be reconstructed: on the one hand, how sexual education constructs sexual subjects as 'autonomous' and capable of acting; on the other hand, how sexual self-determination is installed as a modus operandi in the debates on sexualized violence and protection concepts. Can we state today - for the German-speaking context - a new norm of the sexually autonomous subject?\">Invocations of sexual self-determination: subjectivation in the discursivization of violence and protection debates<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>13:00 - 14:30<\/em><\/td><td><em>Lunch Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td>- presentation called off -<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Dr Kateryna Yeremieieva is a faculty member in the Faculty of History and the Arts at Ludwig-Maximilians-Universit\u00e4t (M\u00fcnchen, Germany). Her main research interest is humour in Ukraine in the 20th - 21st centuries. More than 40 of my publications focus on this topic, including her book about political humour in Soviet Ukraine. Since 2023, she has been working on her book project about inappropriate humour in Ukraine. In the context of failed humour, she researches the perception of jokes about gender issues and sexuality. In 2019-2021, she was a jury member of the Kharkiv regional scientific competition \"Gender Policy through the Eyes of Youth\" and headed the Gender Centre at the Ukrainian State University of Railway Transport. In 2021, she published an article, \u201cA Worker, A Victim, A Consumer: Images of Women in Soviet Satire.\u201d\" data-info-popup-headline=\"About\">((Kataryna Yeremieieva))<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"In my research, I want to show how humorous events have become a topic for sex blogging and how sex bloggers use humour to deconstruct gender stereotypes and biases about sexuality. Sex blogging is an excellent instrument of sex education. In the example of the Ukrainian YouTube segment, I want to explore how humour (and sometimes its implicit absence) contributes to sex education and establishing a new normativity in the narration of sexuality in Ukrainian cultural products. In the framework of discourse and conversational analyses, I focus on specialised Ukrainian YouTube channels such as Smishno ne bude (It won't be funny), Pan Vitvyts\u02b9kyy (Mr Vitvyts\u02b9kyy), Palaye (Brennt), Khochesh hratys\u02b9 - perekhochesh (You want to play, you'll get over it), Gender in Detail, and others. There are still many jokes that use sexual themes and gender stereotypes. These jokes are part of an established culture of laughter, which directly influences the formation of sexual prejudices of such humour consumers. The famous Ukrainian comedy shows often reproduce sexual biases and ridicule, for example, active consent to sex, the possibility of variable sexual behaviour of men and women belonging to the LGBTQIA+ community, etc. It is also true for humorous videos with millions of views on Tick-Tick and YouTube channels. . Sex bloggers make reactions to humorous videos using the technique of switching the playfulness mode of conversation to a serious one while discussing inappropriate humour about sex. This mode switch demonstrates a normative response to inappropriate jokes: the absence of laughter. Conversely, they use humour to marginalise non-humorous statements they criticise. Sex bloggers do not only engage in a virtual dialogue with the initiators of inappropriate jokes about sexuality (often ridiculing them). They encourage their audience to join this dialogue by creating new speaking groups whose members, among other things, actively oppose inappropriate sexual humour. With the help of humour, sex bloggers also develop and implement a new vocabulary that expands the possibilities of communication and dialogue about sex in Ukraine.\" data-info-popup-headline=\"Abstract\">((\"It won't be funny\": sex-blogging and humor in the Ukrainian YouTube segment))<\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>14:30 - 15:00<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Anat Kraslavsky is a PhD candidate at the faculty of Theology and the institute of European Ethnology at Humboldt university in Berlin and associated with the faculty of Anthropology at the university of Western Cape and the school of Religion, Philosophy &amp; Classics at the University of KwaZulu Natal in South Africa. They research transnational discourses of \u2018new Anti-Semitism\u2019 in the international research and training group \u2018Transformative Religion\u2019 and teach at Humboldt and Potsdam universities courses on religion and gender.\" data-info-popup-headline=\"About\">Anat Kraslavsky<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"The quote in the title is taken from a social media comedy skit post-October 7th and refers to the perceived sexual freedoms in Tel-Aviv versus the murderous homophobia in Gaza under the hashtag #freegazafromhamas. The main question of the presentation is the relationship between mediation, dissemination and consumption of knowledge about sexuality on social media in form of comedic videos, skits or memes, and how it becomes a mechanism of knowledge production and a source of education on racialized sexuality. I argue that what I call Homophilosemitism (homonationalism that concentrates on saving Jews from anti- Semitism) regulates knowledge about sexuality and reflects homotransnationalism, homocolonialism and settler coloniality, within which a transnational binarity of civilized vs. uncivilized sexualities emerges. This gives certain bodies access to \u2018proper\u2019 sexual and homo citizenship while others are disposed within a necropolitical homo governance. Since October 7th I have recognized the application of homophilosemitism in the context of Israel\/Palestine by utilizing comedic skits and memes that are disseminated on social media that deal with both \u2018perverse\u2019 terrorist sexualities but also \u2018wrong\u2019 sexualities in the west, which align with said terrorist sexualities. As part of the Israeli Hasbara Apparatus in the form of the narrative that the \u2018global anti-Semitic queer feminist left\u2019 aligns itself with Hamas against Israel, Homophilosemitism serves as a mechanism by which a discursive justification of military operations against perceived sexist and homophobic populations is enabled, based on knowledge that was manufactured, mediated, disseminated and consumed already prior to October 7th.\" data-info-popup-headline=\"Abstract\">\"I would rather get head in Tel-Aviv then get beheaded in Gaza\". Homophilosemitism and mediation of racialized sexuality<\/a> <em>(online)<\/em><\/td>\n<\/tr>\n<tr>\n<td><strong>15:00 - 15:30<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Toni Kania (they\/them) is a PhD research student in Edinburgh Napier University, psychologist, sex educator and activist for LGBTQ+ rights in Poland and Scotland. Their academic areas of interest are intersectional, postcolonial approaches to social justice, particularly in access to healthcare. Anna Tereszko is a psychiatry specialist at Psychiatry Department of Adults, Children and Youth of the University Hospital in Krakow, psychologist, activist for LGBTQ+ rights in Poland.\" data-info-popup-headline=\"About\">Toni Kania \/ Anna Tereszko<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"This presentation aims to analyse the production, distribution and application of Polish family life education as a tool of desexualised disinformation designed to combat the imaginary \u2018threats\u2019 of the West stemming from both far-right populism and the effects of European Union\u2019s leveraged pedagogy. At the same time, we look at the results of our study which takes a closer look at how Polish society copes with disciplinary practices of family life education and how sexual education can become a form of resistance. In Polish right-wing discourse in recent years, sex education was not only supposed to instil fear and panic but also 'sexualise' young people and deprive parents\/guardians of agency. In 2023, we analysed the current government policies, the Ministry of Education's curriculum and its implementation in educational institutions, along with the contents of the textbooks recommended by the Ministry of Education for family life education classes. Finally, we assessed the perspectives and experiences of Polish students, parents and teachers\/educators using questionnaires and focus group interviews. All three groups advocate for reliable expert-led, open to diversity, intersectional, safe, and compulsory sex education free of archaic and stigmatising knowledge. Polish educators and students find ways of bypassing the threatening curriculum by forming cooperative models of distributing sex education in hostile educational environments and political climate dominated by \u2018anti-gender\u2019 discourses which pathologise various expressions of sexuality as well as gender, sexual and relationship diversities.\" data-info-popup-headline=\"Abstract\">Spectre of the West, desexualized disinformation and the effects of leveraged pedagogy: Sex Education in Poland<\/a> <em>(online)<\/em><\/td>\n<\/tr>\n<tr>\n<td><strong><em>15:30 - 16:00<\/em><\/strong><\/td><td><em>Coffee Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td>- presentation called off -<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Sabine Flick, Dr, is Professor of General Sociology at the PH Freiburg and a researcher at the Institute for Social Research. She was previously Professor of Gender and Sexuality in Social Work at Fulda University of Applied Sciences. Her work focuses on the sociology of health and health professions, in particular psychotherapy, gender and sexuality theories, sociology of social problems and critical theory.\" data-info-popup-headline=\"About\">((Sabine Flick))<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"The central argument, which I would like to develop in this contribution based on empirical research, is that the claim to enable sexual participation through sexual assistance is legitimized by a pedagogization of 'disabled' sexuality, which at the same time has paradoxical consequences. In claiming this, my contribution focuses on the paradoxes of sexual participation and educationalization as a legitimation foil and prevention of sexual self-determination at the same time. The thesis is that contrary to what may be intended, this educationalization does not promote participation but paradoxically undermines it. To clarify this argument and substantiate my thesis, I will proceed in three steps. Firstly, I will describe the empirical qualitative research on which this paper is based, which I conducted as part of the research project SeXistenz (Sexuality and intimacy as a quality of life. On the professionalization of sexual assistance). Subsequently, I will present partial results from the project and finally I will discuss the thesis of an educationalization of sexuality as prevented participation.\" data-info-popup-headline=\"Abstract\">((Sexual participation through sexual assistance? On the educationalization of sexuality))<\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>16:00 - 16:30<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Johanna Knebel is a first year PhD student in Disability Studies in the School of Sociology and Social Policy at the University of Leeds funded by the White Rose Doctoral Training Partnership (WRDTP) of the Economic and Social Research Council (ESRC). Her doctoral research investigates the involvement of adults with learning difficulties as peer experts in sexuality education in Germany with the aim to strengthen the evidence base for sexuality education for and by people with learning difficulties. Her objective is to explore whether and how theory and practice can align with disabled people\u2019s right to (participation in) sexuality education (United Nations Convention on the Rights of People with Disabilities art. 23 \u2013 right to marriage, parenthood, family, and relationships and art. 24 \u2013 right to inclusive education).\" data-info-popup-headline=\"About\">Johanna Knebel<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"The notions of dis\/ability and dis\/human are introduced providing a theoretical and analytical lens to inform our understanding of which kind of sexual beings are currently valued by society consequently leading to a new conceptualisation of what it means to be a living sexual being. The idea of dis\/human celebrates the disruptive qualities of disability and acknowledges the complex relations of disableism with other forms of oppression. The application of the concept of dis\/human to sexuality and disability examines how the able\/disabled divide is at work in relation to what is constructed as normative sexuality. The disabled body is assumed to lack the bodily and mental capacities to perform heteronormative sexuality in expected ways. The conventional heteronormative penetrative intercourse is situated as normalised reproductive imperative exclusively to the abled body and mind in an ableist society. Disabled people are significantly oppressed by these normative constructions. Dis\/sexuality illustrates how disabled people simultaneously need and\/or want to claim normalcy to be valued as sexual human beings and disrupt normative sexuality. A dis\/human perspective acknowledges the possibilities arising from disability as a form of embodiment which troubles and reshapes traditional conceptions of the (sexual) human being. Disability is not yet understood as a valuable difference offering unique perspectives on personhood, competence, sexuality, agency, and ability. Dis\/sexuality allows to transgress the binaries of normal\/able and abnormal\/disabled sexuality and allows to rethink sexuality (education) in a less restrictive and more positive way ultimately introducing an affirmative concept of sexuality for all resisting repressive bodily and sexual norms. \" data-info-popup-headline=\"Abstract\">Beyond Binaries - Dis:ability and dis:sexuality<\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>16:30 - 17:00<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Maik Wiesen is a research associate in the Collaborative Research Center 1482 \u201cStudies in Human Differentiation\u201d (CRC 1482) and a PhD student at Johannes Gutenberg University Mainz. He holds a BA in sociology from Heidelberg University and an MSc in medical anthropology from the University of Oxford. His doctoral research focuses on sexuality and disability and uses conversation analysis as well as ethnographic methods to research sexual education counseling services for people with disabilities. His academic work generally focuses on sociological and anthropological theories, ethnography as well as the sociology of the body, gender and sexuality. Miriam Brunnengr\u00e4ber is currently working as a research assistant in the sociological project \"Sexual Human Categorization and Disability\" (Head: Dr. Tobias Boll), which is part of the SFB 1482 \"Studies in Human Differentiation\" (Humandifferenzierung) at JGU Mainz. For her dissertation project she is investigating the social problematisation of \"disabled sexuality\" in German sex education using a combination of ethnographic and discourse-analytical research strategies. Her main research areas are sociology of knowledge, sexuality, human differentiation (especially gender and dis\/ability) and subjectification research.\" data-info-popup-headline=\"About\">Maik Wiesen \/ Miriam Brunnengr\u00e4ber<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-headline=\"Abstract\" data-info-popup-body=\"Our presentation addresses some conceptual challenges within pedagogies of minority difference, focusing on sex education for people with disabilities in Germany. Utilizing data from ethnographic field work in sexual education, counseling, and support services, we examine how sexual subjectivities are discursively constructed and negotiated in practice. We analyze conceptions of a \u2018normal\u2019 sexuality and its intersection with constructions of dis\/ability, revealing that sexual subjectivity hinges on specific ideas of proper sexual conduct, which is performed, negotiated, and sanctioned in practice. Our analysis situates sex education programs as stages for the construction and contestation of normality, following perspectives on social work as a \"normalization power\" (Maurer, 2001). These programs aim to integrate individuals into \u2018normal\u2019 everyday life by addressing them as 'disabled,' 'deviant,' or 'in need of assistance.' Within this framework, sex education is seen as an unalienable human right, advocating for the inclusion of people with disabilities given their socio-historical exclusion from the realm of sexuality. Our empirical findings highlight that sex education relies heavily on normative assumptions about sexuality. Professionals in social work, education, and therapy aim to 're-sexualize' individuals with disabilities by promoting sexual self-determination. However, this process inevitably measures them against a normative ideas about sexuality (e.g. a normalized sexual biography), underscoring the disciplinary nature of sex education. Accordingly, our presentation explores how tensions between sexual normalization and empowerment are negotiated in contemporary sex education programs, emphasizing the complex interplay between pedagogical professionalism, rights to sexual self-expression, and the boundaries of sexual subjectivity.  \">Sex education between normalization and empowerment.\nAnalyzing pedagogical constructions of dis\/abled sexualities <\/a><\/td>\n<\/tr>\n<tr>\n<td><strong><em>17:00 - 17:30<\/em><\/strong><\/td><td><em>Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td><strong>17:30<\/strong><\/td><td><strong>Keynote:<\/strong> <a class=\"jgu-with-info-popup\" data-info-popup-body=\"Nick Fox is one of the UK\u2019s leading proponents of new materialist and posthuman social theory as applied to sociology, with books including \u2018The Body\u2019 (Polity, 2012) and the ground-breaking \u2018Sociology and the New Materialism\u2019 (Sage, 2017; with Pam Alldred, Brunel University London). He has written widely on new materialist theory and sexualities, health, environment and research methods, having published over 70 peer-reviewed papers. Nick has also been the invited speaker at major conferences including the Hellenic Sociological Association, BSA Medical Sociology conference, University of Melbourne Gender and Research conference and the Korean Society for Social Theory. In 2009 Nick left the full-time staff at University of Sheffield, continuing as honorary professor to the present. He joined the University of Huddersfield as professor of sociology in 2018. Nick Fox's work as a sociologist addresses a number of key issues in the study of social processes, in health and health care, sexuality, technology and the environment.\" data-info-popup-headline=\"About\">Nick Fox<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"This keynote explores contemporary sexualities from within a materialist, post-anthropocentric and micropolitical sociology. In this ontology, sexuality is not an attribute of a body, but an impersonal affective flow within assemblages of bodies, things, ideas and social institutions. Sexuality-assemblages (Fox and Alldred, 2013) emerge within events (both \u2018sexual\u2019 and \u2018non-sexual\u2019), producing the sexual (and other) capacities of bodies. Aggregating affects (forces) within sexuality assemblages establish limits on what a sexual body can do, while other affects open up possibilities. Sexuality is consequently both infinitely variable and typically highly restricted. Further, this ontology of sexualities is monist or \u2019flattened\u2019: cutting across the structure\/agency dualism in humanist perspectives. Consequently, sexuality-assemblages incorporate both \u2018micro\u2019 and \u2018macro\u2019 material elements. Methodologically, this means including aspects of the broader social, economic and political backcloth when studying the sexuality-assemblages that produce sexualities. Using research findings from studies of young men\u2019s sexualities (Alldred and Fox, 2015), sexualisation and pornography (Fox and Bale, 2018), and gender-related violence (Fox and Alldred, 2022), I illustrate how sexuality-assemblages incorporate day-to-day manifestations of what Deleuze and Guattari (1988) called the \u2018capitalist axiomatic\u2019 \u2013 the de-territorialised flows of commodities, money and labour characteristic of a capitalist market economy. I suggest how these flows have helped shape conduct, normativities, stigmas and repressions associated with sexualities and genders. I conclude with reflections on what this post-anthropocentric and monist ontology of sexuality-assemblages means for sexualities education theory and practice.\" data-info-popup-headline=\"Abstract\">Sexualities, assemblages, de-territorializations: sex education and the capitalist axiomatic<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>from 20:00<\/em><\/td><td><em>Conference Dinner<\/em><br>MALI&amp;MILO, Neubrunnenplatz<\/td>\n<td> <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<!-- \/wp:freeform -->\n<!-- \/wp:jgu\/tabs-item -->\n\n<!-- wp:jgu\/tabs-item {\"title\":\"Saturday (September 21st)\",\"slug\":\"saturday-21st-september\"} -->\n<!-- wp:jgu\/heading {\"tags\":{\"htmlTag\":\"h2\",\"classTag\":\"h3\",\"tag\":\"h2.h3\"},\"heading\":\"Saturday (September 21st)\"} \/-->\n\n<!-- wp:html {\"translatedWithWPMLTM\":\"1\"} -->\n<figure class=\"wp-block-table is-style-stripes\">\n<table class=\"has-fixed-layout\">\n<thead>\n<tr>\n<th>Time<\/th><th>Authors<\/th><th>Title<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>10:30 - 11:00<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Dr. Karin Gunnarsson is an associate professor in education at the Department of Education, Stockholm University, Sweden. Her research, influenced by posthumanist and postqualitative approaches, focuses on the teaching of equality and norms. For the last four years, she has led a practice-based research project on sexuality education in secondary schools\" data-info-popup-headline=\"About\">Karin Gunnarsson<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Both policy and practice have recurrently emphasised the significance of student participation in sexuality education. For instance, the OECD (2020, 10) states that \" learners=\"\" can=\"\" and=\"\" should=\"\" play=\"\" an=\"\" active=\"\" role=\"\" in=\"\" organizing=\"\" piloting=\"\" implementing=\"\" improving=\"\" the=\"\" sexuality=\"\" education=\"\" addressed=\"\" to=\"\" them=\"\" thus=\"\" a=\"\" commonly=\"\" held=\"\" perspective=\"\" is=\"\" that=\"\" student=\"\" participation=\"\" vital=\"\" but=\"\" queries=\"\" this=\"\" implies=\"\" are=\"\" seldom=\"\" addressed.=\"\" therefore=\"\" paper=\"\" aims=\"\" explore=\"\" frictions=\"\" of=\"\" education.=\"\" empirical=\"\" material=\"\" for=\"\" derived=\"\" from=\"\" four-year=\"\" practice-based=\"\" research=\"\" project=\"\" sweden.=\"\" within=\"\" we=\"\" engaged=\"\" collaboration=\"\" with=\"\" teachers=\"\" three=\"\" secondary=\"\" schools.=\"\" involved=\"\" workshops=\"\" participating=\"\" teaching=\"\" activities=\"\" interviews=\"\" striving=\"\" reimagine=\"\" how=\"\" could=\"\" be=\"\" carried=\"\" out=\"\" everyday=\"\" practices.=\"\" there=\"\" was=\"\" also=\"\" particular=\"\" attention=\"\" on=\"\" exploring=\"\" carry=\"\" out.=\"\" posthumanist=\"\" theoretical=\"\" framework=\"\" here=\"\" explored=\"\" as=\"\" enactments=\"\" collective=\"\" transformative=\"\" assemblages.=\"\" accordingly=\"\" affords=\"\" enacted=\"\" material-affective=\"\" dimensions.=\"\" such=\"\" it=\"\" offers=\"\" specific=\"\" takes=\"\" agency=\"\" power=\"\" formations.=\"\" analysis=\"\" highlights=\"\" engaging=\"\" moulded=\"\" vulnerabilities=\"\" dis=\"\" lack=\"\" sufficient=\"\" knowledge=\"\" well=\"\" time=\"\" resources=\"\" hinders=\"\" efforts=\"\" involve=\"\" students.=\"\" simultaneously=\"\" students=\"\" interest=\"\" engagement=\"\" area=\"\" offered=\"\" productive=\"\" venues=\"\" became=\"\" part=\"\" reproducing=\"\" stabilized=\"\" formations=\"\" about=\"\" gender=\"\" sexuality.=\"\" data-info-popup-headline=\"Abstract\">Fractious Engagements: Exploring Student Participation in Sexuality Education<\/a><\/td>\n<\/tr>\n<tr>\n<td>- presentation called off -<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Judith von der Heyde is a professor of social work and diversity at the Fliedner University of Applied Sciences in D\u00fcsseldorf. Her research focuses primarily on practice-theoretical perspectives on inequality.\" data-info-popup-headline=\"About\">((Judith Von der Heyde))<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"In my presentation, I focus on a specific form of transformation of the body in the situation of sex education. This is a highly challenging situation characterised by shame and embarrassment. The sex educators in the study on which this paper is based cite the elimination of shame or dealing with shame as a learning outcome of sex education. (cf. von der Heyde 2022). I would like to follow this path of 'unlearning' and ask how it is possible to 'unlearn' affects, which are reactions of the unavailable body to incorporated aspects learned through socialisation? Do we change our bodies, with the help of education? What role does the subject of sexuality play in this? This is where the perspectives of ethnographic research and its methods can help us, where the continuous access to the field primarily involves the transformation of the research body into the field body. In order to initiate these processes of transformation, it is also helpful to frame sexuality as a multi-layered category of inequality. On the one hand, it divides society into production\/reproduction, male, female through heterosexuality, thus creating a normality of desire and excluding all sexualities beyond heterosexuality. Taking both considerations into account, I would like to develop the perspective of understanding sexuality education as an important part of diversity education and discuss whether and how not only inequalities can be unlearned, as Spivak (1996) postulates, but also affects such as shame. This leads to various challenges but also opportunities for sexuality education, which I would like to discuss in this presentation.\" data-info-popup-headline=\"Abstract\">((Unlearning shame as an educational goal?\nPerspectives in the transformations of the (sex-)knowing body)) <\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>11:00 - 11:30<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Paul M. Horntrich is a historian of sexuality. His research focuses on the history of sexuality in the German-speaking area since the 19th century. His recent work explored poliTcal, media, and legal debates on pornography in Austria in the second half of the 20th century. He is currently affiliated with the University College for Teacher EducaTon Lower Austria where he teaches courses on teacher training and didacTcs of German language teaching.\" data-info-popup-headline=\"About\">Paul M. Horntrich<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"In the last fifteen years or so, TED and TEDx talks have become one of the major online-based mediators of (supposedly) academic knowledge. By organizing the yearly TED conference and dozens of independently organized TEDx events on topics as diverse as technology, education, entertainment, or science, these typically 18-minute-long talks feature prominent speakers and deliver knowledge in an easily accessible way to broad audiences. Some TED(x) talks feature the topic of sex education and pornography and reach millions of clicks on YouTube. TED(x) talks have thus become an important online medium for sex education. However, which kind of knowledge about sexuality is conveyed through the medium has not yet become the object of scholarly investigation. The planned presentation focuses on TED(x) talks on pornography and asks how pornography as medium and pornography consumption as sexual practice are portrayed, and which concepts of sexualities are conveyed in these talks. It argues that many TED(x) talks portray pornography in a value-conservative way, highlight risks in pornography consumption such as \u201cporn addiction\u201d, and reinforce their claims with biased or distorted evidence. In doing so, they construct a dichotomy between \u201ctrue\u201d sexuality, i.e. cis- gendered, heteronormative vanilla sex in the context of partnerships vs. \u201cdeviant\u201d sexuality linked to diseases and negative personality changes as effect of pornography consumption.\" data-info-popup-headline=\"Abstract\">How TED talks Porn: Knowledge about Sexuality and Pornography in TED and TEDx Talks<\/a><\/td>\n<\/tr>\n<tr>\n<td><em>11:30 - 12:00<\/em><\/td><td><em>Coffee Break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td><strong>12:00 - 12:30<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Marion Thuswald is a social education worker and a post-doc educational scientist working at the Institute for Education in the Arts at the Academy of Fine Arts Vienna. She has been teaching and researching art and sex education, gender and sexual diversity, teacher training and professionalization for several years, e.g. in an ethnographic research about sex education trainings. Moreover, she has initiated and carried out the participatory research projects Imagining Desires and Reflecting Desires together with artists, school and university students, sex educators, teachers and scientists. Publications and education material from these projects can be found at www.imaginingdesires.at.\" data-info-popup-headline=\"About\">Marion Thuswald<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Pornography is part of the current media landscape and the audio-visual culture. In educational contexts like schools or youth work, the audio-visuality of pornography can be viewed as absent-present: Pornos are absent as they are not shown for legal and pedagogical reasons. Concurrently, images, sounds and language from pornos are present in the imaginary world of many young people (Theny\/Thuswald 2023). Against this background, this presentation examines pornography as a pedagogical topic. Referring to an ethnographic study on sex education trainings for teachers (Thuswald 2022) as well as ongoing analyses of educational videos about pornography (Theny\/Thuswald 2023), the paper analyses sex education discourses about pornography. The presentation focuses on the dimensions of materialities and differences in sex education, but does address the dimension of subjectivities as well: Combining a methodology of critical visual studies (Schaffer 2008) with perspectives from critical education science (Mecheril\/Pl\u00f6\u00dfer 2011; Messerschmidt 2017), the paper explores the aesthetics of sex education materials (like educational videos) and analyses how their imagined audience (professionals and youth) is addressed and what social differentiations are (re)produced, \u201ctroubled\u201d (Francis 2017) or reinterpreted in the material\" data-info-popup-headline=\"Abstract\">Talking about absent-present images? Aesthetics and differences in sex education material about pornography<\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>12:30 - 13:00<\/strong><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Anna Hultman is a researcher and lecturer in Swedish and Comparative Literature at Lund University, where she is also part of Birgit Rausing Centre for Medical Humanities. In 2022 she defended her thesis Vid pornografins gr\u00e4ns. Erotik i svensk prosa 1819\u20132019. Her research is oriented within the fields of literary history, history of sexuality and erotica and porn studies, as well as the field of medical humanities.\" data-info-popup-headline=\"About\">Anna Hultman<\/a><\/td>\n<td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"In the late 19th and early 20th century sexology emerged as a scientific discipline, and soon began to be popularized e.g., in sexual education material. A continuous challenge was to assure the respectability of the discipline \u2013 especially as scientific and educational material was often mistaken for and accused of being obscene and pornographic, and as titillating publications often imitated scientific and educational discourse. Both kinds of material were also brought together in contemporary erotica collections (Kendrick 1996; Bull 2014; Bull 2021). With two erotica collections as material \u2013 one at the Royal Library in Stockholm and one private collection based in Stockholm \u2013 I discuss how sexual education emerged and established as a genre on the book market in a Swedish context. Accommodating a wide variety of sexual representations \u2013 from material by The Swedish Association for Sexuality Education (RFSU) to highly graphic, clandestine publications \u2013 these archives both pose methodological challenges and constitutes a unique resource with potential to work as counter archives (Foster 2004; Dean 2014). Combining quantitative and qualitative methods, I explore publication patterns and how sexual education material strived to differentiate itself from pornographic material and achieve respectability. Key concepts in this discussion are what I term legitimization and provocation (Hultman, 2022). The former designates strategies utilized to legitimize a publication, including aspects such as publishing conditions, book materiality, and moral stances and scientific markers within the text. The latter designates all traits making a publication more threatening and pornography-like, including aspects such as accessibility to a wider public, book materiality, mentions of non-normative sexuality and level of explicitness within the text.\" data-info-popup-headline=\"Abstract\">Science and education or pure smut? The emergence of sexual education as a genre on the Swedish book market<\/a><\/td>\n<\/tr>\n<tr>\n<td>- presentation called off -<\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Madita Oeming is an independent porn scholar from Goettingen, Germany. Already with her Master\u2019s thesis \u201cMoby\u2019s Dick\u201d she entered the field of Porn Studies an began looking at pornography through a Cultural Studies lens. Her Ph.D. project analyzes the US discourse around \u201cporn addiction\u201d as an example of moral panic. Oeming has taught porn classes at various German universities, has given numerous porn talks at national and international conferences and has published in the Porn Studies Journal. She actively communicates her work to audiences outside of academia, most prominently in her recent book Porno \u2013 Eine unversch\u00e4mte Analyse (Rowohlt 2023). Madita is increasingly involved in sex ed contexts and has developed the \u201cPornof\u00fchrerschein\u201d to foster the porn literacy of educators.\" data-info-popup-headline=\"About\">((Madita Oeming))<\/a><\/td><td><a class=\"jgu-with-info-popup\" data-info-popup-body=\"Pornography is inhabiting an ambivalent place in today\u2019s society. Through the arrival of the internet, pornographic material has become quickly, freely, and anonymously available and is, therefore, consumed more widely than ever. This new normalization, however, is accompanied by a new alarmism. Best summarized by the buzzword \u201cGeneration Porn\u201d, teenagers and their allegedly dangerous, addictive use of pornography take center stage in today\u2019s alarmist discourse, which willingly ignores the much more ambivalent, actual data on the topic. This talk outlines why the dominant discourse around pornography more generally, and around pornography and teenagers particularly, is as a prime example of media panic and how porn literacy is the most effective means not only of overcoming said porn panic, but also of risk avoidance in terms of preventing some of the legitimate concerns around teenage pornography use. Porn literacy, as porn specific media literacy (D\u00f6ring 2011), is a competence in mediated sexuality that encompasses \u201cskills in accessing, understanding, critiquing and creating mediated representations of sexuality in verbal, visual and performance media\u201d (McKee 2022). Given that porn is now almost exclusively accessed online, it can be considered one of various \u201cdigital literacies\u201d (Pangrazio 2018), i.e. part of the skill set required to navigate the digital landscape of the 21st century. Porn literacy aims at empowering individuals to critically engage with and navigate explicit content responsibly. How can porn literacy be learned? What are the challenges of integrating porn literacy into educational frameworks and curricula? And how can they be overcome?\" data-info-popup-headline=\"Abstract\">((From Porn Panic to Porn Literacy))<\/a><\/td>\n<\/tr>\n<tr>\n<td><strong>13:00<\/strong><\/td><td><em>Quick break<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td><strong>followed by<\/strong><\/td><td>Open Floor and Roundup Discussion<\/td>\n<td> <\/td>\n<\/tr>\n<tr>\n<td><strong>followed by, latest at 14:00<\/strong><\/td><td><em>Goodbye Lunch<\/em><\/td>\n<td> <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<!-- \/wp:html -->\n<!-- \/wp:jgu\/tabs-item -->\n<!-- \/wp:jgu\/tabs --><\/div><\/div>\n<!-- \/wp:jgu\/section --><!-- wp:jgu\/section {\"color\": \"dark\"} -->\n<div class=\"jgu-bgsection bg bg-dark\"><div class=\"content padding-medium\"><!-- wp:jgu\/anchorpoint {\"title\":\"Conference Venues\",\"slug\":\"conference-venues\"} \/-->\n\n<!-- wp:spacer -->\n<div style=\"height:90px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:jgu\/heading {\"color\":\"default\",\"tags\":{\"htmlTag\":\"h2\",\"classTag\":\"\",\"tag\":\"h2\"},\"heading\":\"Conference Venues\"} \/-->\n\n<!-- wp:jgu\/heading {\"color\":\"default\",\"tags\":{\"htmlTag\":\"h2\",\"classTag\":\"h3\",\"tag\":\"h2.h3\"},\"heading\":\"Foundation house\"} \/-->\n\n<!-- wp:paragraph {\"translatedWithWPMLTM\":\"1\"} -->\n<p>The Foundation house is a newly built meeting place on the JGU campus that was opened in 2023. The modern and multifunctional building serves as an international guest house and seminar center on campus. The Stiftungshaus is located on Wittichweg and is directly connected to the streetcar line that links the campus with the city center. From the streetcar stop \"Friedrich-von-Pfeiffer-Weg\" (streetcar lines 51, 53, 59) it is only one minute to the event building. The seminar room is located on the ground floor and is accessible for wheelchair users.<br\/><br\/>The exact address of the Stiftungshaus is Johann-Friedrich-von-Pfeiffer-Weg 2, 55128 Mainz.<br\/>The workshop will take place in room 00 106 (ground floor, to the left after the entrance).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:jgu\/image {\"image\":{\"url\":null,\"id\":10578}} \/-->\n\n<!-- wp:spacer -->\n<div style=\"height:90px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:jgu\/heading {\"color\":\"default\",\"tags\":{\"htmlTag\":\"h2\",\"classTag\":\"h3\",\"tag\":\"h2.h3\"},\"heading\":\"School of Music\"} \/-->\n\n<!-- wp:paragraph -->\n<p>The opening keynote by Jack Halberstam and the evening reception on the first day of the conference will take place at the Hochschule f\u00fcr Musik (School of Music) on the JGU campus. The building is very close to the Stiftungshaus and only a few minutes' walk away. For the keynote we have the opportunity to use the Red Hall, one of the schools' central concert halls, which is located in the heart of the building. The evening reception on Thursday will take place in the courtyard, weather permitting. The rooms are also accessible for wheelchair users.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The exact address of the School of Music is Jakob-Welder-Weg 28, 55128 Mainz.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:jgu\/image-gallery {\"images\":[{\"url\":null,\"id\":10605},{\"url\":null,\"id\":10611}]} \/-->\n\n<!-- wp:jgu\/heading {\"color\":\"default\",\"tags\":{\"htmlTag\":\"h2\",\"classTag\":\"\",\"tag\":\"h2\"},\"heading\":\"Location on Campus map\"} \/-->\n\n<!-- wp:jgu\/image {\"image\":{\"url\":null,\"id\":10797},\"caption\":\"The streetcar stop \\u0022Friedrich-v.-Pfeiffer-Weg\\u0022 and both the conference venues are located within the red circle.\"} \/--><\/div><\/div>\n<!-- \/wp:jgu\/section --><!-- wp:jgu\/section {\"color\": \"white\"} -->\n<div class=\"jgu-bgsection bg bg-white\"><div class=\"content padding-medium\"><!-- wp:jgu\/anchorpoint {\"title\":\"Information for Guests\",\"slug\":\"information-for-guests\"} \/-->\n\n<!-- wp:jgu\/heading {\"tags\":{\"htmlTag\":\"h2\",\"classTag\":\"h2\",\"tag\":\"h2.h2\"},\"heading\":\"Information for Guests\"} \/-->\n\n<!-- wp:paragraph {\"translatedWithWPMLTM\":\"1\"} -->\n<p>As organizers we are committed to providing an inclusive space for as many people as possible to join us and participate in the conference.  <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"translatedWithWPMLTM\":\"1\"} -->\n<p>Due to limited seating space, we cannot welcome any more guests to the Workshop on site.\nHowever, we offer a <strong>streaming option via BigBlueButton<\/strong>.\nIf you would like to view the conference remotely, <strong>please register via mail at <a href=\"\">SexEd24@uni-mainz.de.<\/a><\/strong>  <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We still welcome guests on site for the evening keynote by Jack Halberstam on Thursday, September 19, 6:30 pm at the \"Red Hall\" of the School of Music.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:jgu\/section -->","_links":{"self":[{"href":"https:\/\/koerper.soziologie.uni-mainz.de\/en\/wp-json\/wp\/v2\/pages\/10869","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/koerper.soziologie.uni-mainz.de\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/koerper.soziologie.uni-mainz.de\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/koerper.soziologie.uni-mainz.de\/en\/wp-json\/wp\/v2\/users\/480"}],"replies":[{"embeddable":true,"href":"https:\/\/koerper.soziologie.uni-mainz.de\/en\/wp-json\/wp\/v2\/comments?post=10869"}],"version-history":[{"count":15,"href":"https:\/\/koerper.soziologie.uni-mainz.de\/en\/wp-json\/wp\/v2\/pages\/10869\/revisions"}],"predecessor-version":[{"id":11354,"href":"https:\/\/koerper.soziologie.uni-mainz.de\/en\/wp-json\/wp\/v2\/pages\/10869\/revisions\/11354"}],"wp:attachment":[{"href":"https:\/\/koerper.soziologie.uni-mainz.de\/en\/wp-json\/wp\/v2\/media?parent=10869"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/koerper.soziologie.uni-mainz.de\/en\/wp-json\/wp\/v2\/categories?post=10869"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/koerper.soziologie.uni-mainz.de\/en\/wp-json\/wp\/v2\/tags?post=10869"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}