Sex education in dance teachers work : A queer theoretical study about dance teachers work from a perspective of sexuality, body, normativity and gender

The aim of this study is to describe how sex eduacation, as an area of expertise, is made visible and constructed in dance teachers education in Swedish higher secondary school. The queer theory describes dance teachers’ work from a perspective of body, sexuality, gender and normativity. Using qualitative methods, leaving space for reflection and subjective experiences, four higher secondary school working dance teachers were interviewed. The findings include that sexual education as an area of expertise exists both consciously and unconsciously in dance education and the subject of dance. Furthermore, the informants do not understand sexuality as something important in teaching dance, in spite of that sexuality as a subject is present in the discussions. The result of the study proved that norms about sexuality, body and gender cooperate with the dance education and the dance teachers daily encounters with their students. The most important conclusion in the study was that dance teachers should have an understanding of how sexual education as an area of expertise can be expressed through dance teaching to be able to encounter students with an including education