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A tradition of predominately feminist literature has revealed that there is a ‘missing discourse of desire’ in many sex education programmes. Building on this work, this article explores the gendered effects of this de‐eroticized and clinical form of education. It is argued that young women and men's (hetero)sexual subjectivities are differentially affected by the invisibility of desire and pleasure in this curriculum. To offer young women a sense of personal empowerment and entitlement, and young men a broader range of (hetero)sexual subjectivities, it is proposed that sex education include a discourse of erotics. This would comprise more than an acknowledgement of desire and pleasure and incorporate the embodied practicalities of these experiences. As a means of developing this discourse within sexuality programmes, empirical evidence of 17‐ to 19‐year‐olds' experiences of desire and pleasure are examined.
Louisa Allen (Tue,) studied this question.