chapter  8
17 Pages

The Hard Work of Pleasure


Over twenty years after Michelle Fine’s piece on the ‘Missing Discourse of Desire’ (Fine, 1988), and numerous feminist articles that built on the ideas within it, sex educators and those who theorise and do research on sexualities education have called for the inclusion of pleasure into the curriculum (Allen, 2005, 2007a, 2007b; APA, 2007; Bay-Cheng, 2003; Fine & McClelland, 2006; Harrison, Hillier, & Walsh, 1996; Kehily, 2002; Kiely, 2005; Lamb, 1997, 2002, 2006, 2010a; Lamb & Brown, 2006; Tolman, 1994, 2002). This call was predicated on a history of silencing women and prioritising male sexuality examined through a framework that uses discourse, not as a pattern of speech but a “political theoretical focus on the ways in which issues are given a particular meaning within a specifi c social setting” by identifying those discourses that are “institutionally supported and culturally infl uenced” to “produce particular understandings of issues and events” (Bacchi, 2005, p. 199).