ABSTRACT
The chapter addresses how educational materials that are often otherwise regarded as efficient and innovative can be problematic in teaching about pornography. By highlighting two cases, one from the 1980s and one contemporary, the chapter sheds light on how educators have dealt with pornography as a topic in sex education. The questions of how pornography can be represented in the classroom and how youths are framed in discourses on pornography and education are discussed. It is argued that although the educators today can use many different educational resources to provide good education, this is trickier when it comes to pornography.
