Constructions of sexual activity and their implications for sexual practice: lessons for sex education.
Most sex education uses language in order to communicate its message. Discourse analytic theory suggests that far from merely transmitting factual information, language always constructs particular versions of reality. This article is concerned with discursive constructions of sexual activity and their implications for sexual practice. Data presented in this article are based on a series of semi- structured interviews with 16 heterosexual adults. The interview agenda included questions about sexual risk- taking within the context of HIV/ AIDS. Parker's version of the discourse analytic method (Discourse Dynamics: Critical Analysis for Social and Individual Psychology. Routledge, 1992) guided the analysis of interview transcripts. This article identifies a range of constructions of 'sexual activity' invoked by respondents. It is suggested that AIDS education, in order to be effective, must address the wider discourses surrounding sexuality and sexual relationships. The article concludes by outlining ways in which sex education materials may challenge constructions that facilitate sexual vulnerability, both physical (e.g. to HIV infection) and emotional (e.g. through unwanted intercourse).
Middlesex University, UK.
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Willig