Under hösten 2020 skrevs flertalet artiklar om att ungdomars pornografikonsumtionpåverkar deras sexualitet negativt, vilket startade debatter om ungdomars sexualitet,porrfilter, förbud och sexualupplysningen i skolan. Detta är ett examensarbete förTeknisk Design högskoleingenjör vid Luleå Tekniska Universitet, som undersökerhur en webbaserad tjänst för sexualupplysning kan göra kvalitetssäkrad informationattraktiv, intressant och interaktiv och därigenom möjliggöra en god och säker källa förungdomar att lära sig om sex och relationer. Resultatet är ett webbplatskoncept somkallas Sex & Sånt. Arbetet har följt IDEO:s inspiration-ideation-implementationsprocessför användarcentrerad design, under vilken enkätundersökningar, benchmarking,brainstormingsessioner, workshops, prototypande och användartester använts för att nåslutresultatet.Sex & Sånt är ett koncept för en interaktiv webbplats med en normkreativ bas. Oavsettsexuell läggning, könstillhörighet, hudfärg och funktionsvariation ska alla känna sigrepresenterade och inkluderade i konceptet. På webbplatsen kan ungdomar finnainspiration till sitt sexliv och lära sig om sådant som hör till, exempelvis preventivmedel.De kan ställa frågor till andra ungdomar och besvara andras frågor, samt delta i interaktivaberättelser där de själva får skapa sin huvudkaraktär och göra val som påverkar hurberättelsen slutar. Sex & Sånt bidrar med en annorlunda vinkel på sexualupplysning förungdomar, där de kan finna inspiration till sitt eget sexliv och där reflektion kring den egnasexualiteten uppmanas.Keywords:

This work is inspired from the new curriculum for sex education that will be implemented in the autumn of 2022. My project has resulted in the parlour game SEXKAMPEN, which has as a goal to open up the discussion about sexuality, the body and relationships, especially for secondary school students.  A large part of sex education deals with feelings, morals and other phenomena for which there are no concrete answers. Nevertheless, there is a lot of factual knowledge that is fundamental to sex education. Sexuality, relationships and the body are so much more than pure facts, it is largely about how one as a human being views sex- uality, gender and expression. With the help of my game, one can gain basic knowledge of concepts, events, laws and history. Know- ledge from which valuable conversations can be created.Conversa- tions about norms, values and opinions. I think that sex education should largely be about how one treats other people and how one should feel respected, safe and secure. Discussions about, among other things, sexuality and identity can contribute to the meeting between people being better and more respectful.  Topics that are with floating can be difficult to get into and discuss with classes and school students, and that teachers can be uncomfortable. But if one uses knowledge as a basis, it can be a tool for more difficult subjects.  Pornography is one such example that is not a pure factual knowledge that one can learn. It is a topic with many layers and perceptions. The spectrum of not being ashamed, being able to have a positive view and affirming sexuality but also being able to have a porn-critical perspective, both sides are important to discuss. Porn is something that occurs in people’s everyday lives and people are aware of its existence, but one must talk to young people about the subject if one is to move forward, even though it can be difficult to talk about.  The project will include themes such as norms, sexuality, LGBTQIA +, pornography and sexual abuse. I know far from much, probably not even a fraction. I am not inclusive in my way of life, language and life in general. I’m one in the crowd. But there are so many who know so much about this subject and who are passionate about it. I ́ve done this project with help from them and national and international statistics and enquiries.

Sex- och samlevnadsundervisningen är ett omdebatterat ämne i dagens samhälle sedan 1955, då ämnet blev obligatorisk i skolan utan tydliga riktlinjer. Avsaknaden av riktlinjer har medfört en diffus styrning och en förskjutning av undervisningens ansvar inom skolan, vilket har bringat missnöje bland aktörer, där framförallt elever kommer i kläm. Syftet med denna studie är att undersöka olika uppfattning om sex- och samlevnadsundervisningen för årskurs 8 i grundskolan. Vår frågeställning blir således: Hur ser deltagarnas bild ut av sex- och samlevnadsundervisningen ut? Vilka likheter och skillnader finns det mellan deltagarna? Studien beskriver problemområdet sex- och samlevnadsundervisningen utifrån ett historiskt perspektiv samt presenterar skolans styrdokument. Även den externa organisationen Ungdomsmottagningen beskrivs. Centrala begrepp samt tidigare forskning på området med relevans för vår studie presenteras. Studien undersöker utvalda respondenter på en skolverksamhet och två Ungdomsmottagningar genom intervjuer och enkäter. I analysen presenteras respondenternas svar utifrån tidigare studier som har gjorts inom sex- och samlevnad. Slutligen för vi en diskussion om vår studie och tänkbara vägar för vidare forskning på området

This is a study with the purpose to examine how Secondary school teacher studentsconduct themselves towards their education within the subject sexual education and theirfuture roles as teachers. Another purpose is to research how the instructor reasons aboutthe subject regarding the development of the educational program. The empirical studyconsists of semi-structured interviews with student teachers and an instructor. There wasalso an observation of the course in sexual education for the student teachers. To analyzethe data from the empirical study the Social Constructivism theory was used.The results from the study showed that the opinions regarding the importance of thesubject were high and that the teacher students considered the subject difficult. Insecurityfor future teaching was present, whereas the teacher students had wishes for furthereducation and practical guidance. Introduction of new terminology made the teacherstudents experience an obstacle in comprehending, which furthermore could yield towithdrawal and teaching in a traditional anatomic and a preventive way.Both the teacher students and the instructors meant that the school should beresponsible for the sexual education. However, there is a risk of biased teaching since theteacher’s opinions might not agree with the policy documents.The teacher students were critical to gender separation among pupils. Although theirinsecurity, they felt ready to start teaching the subject. The instructor desired to create anorm critical reasoning and deciphered that too much practical guidance would be toodictated and constricting.The conclusion is that the seat of learning would endeavor turning sexual educationinto an all-embracing subject. In consequence, the whole education will be critical tonorms and the teacher students would develop a habit of having a critical reasoninginstead of secluding it into a specific course.

Children and youth are one of the most important main target groups in terms of public health work because of the habits that are established at an early age often affect the rest of their lives. Habits regarding sexual health may, with lack of knowledge, provide both physical and mental health consequences for the individual, but also for future public health in general. In Sweden, the number of chlamydia cases since 1995 has been tripled among young people, with a behavior change regarding sexuality as a possible cause. The purpose of this study is to describe how young people perceive information about sexual health and where they choose to seek information, to clarify the need of information for young people. A quantitative web-based survey was conducted on high school students (n = 98) and as a complement, a qualitative study in the form of interviews (n = 5) as well. The results showed that young people are looking for safe and informative sources for information regarding sexual health. The source that reaches most of all young people, i.e. school, was not experienced as sufficient by the young people that it should, for them to not be exposed to risks that could affect their sexual health. The conclusion reveals that youths need to be offered guidance in their search for information, which good knowledge of the subject and in various educational methods, could contribute with, and at the same time offer the youth safe and secure sources based on the needs of the individual's. / Barn och unga tillhör de viktigaste målgrupperna när det gäller folkhälsoarbete eftersom de vanor som grundläggs i tidig ålder ofta påverkar individen resten av livet. Vanor när det gäller den sexuella hälsan, kan i brist på kunskap ge såväl fysiska som psykiska hälsokonsekvenser livet ut för individen, men även påverka folkhälsan generellt framöver. I Sverige har t.ex. antalet klamydiafall sedan 1995 tredubblats bland unga, med beteendeförändringar kring sexualitet som en trolig orsak. Syftet med denna studie är dels att beskriva hur ungdomar upplever information om sexuell hälsa, dels var de väljer att söka informationen, men också att tydliggöra ungdomars behov av informationsmöjligheter. En kvantitativ webbaserad enkätstudie genomfördes bland gymnasieungdomar (n=98) och som ett komplement till den genomfördes även en kvalitativ studie i form av individuella intervjuer (n=5). Resultatet visade att ungdomar söker trygga och informativa källor när det gäller information om sexuell hälsa. Den källan som når merparten av alla ungdomar, d.v.s. skolan, upplevs inte som tillräcklig av ungdomarna för att de inte ska utsättas för risker som påverkar deras sexuella hälsa. Slutsatsen blir att ungdomar behöver bli erbjudna vägledning i sitt sökande efter information, vilket god kunskap i ämnet och i olika pedagogiska metoder skulle kunna bidra med, och samtidigt erbjuda dem trygga och säkra källor utifrån individens behov

Denna studie handlar om de handledningsböcker som hade det ämnade syftet att användas som handledningsmaterial för lärare i sexualundervisning under 1943 fram till 1967. Studien har använt sig av Wintzells handledningsbok under 1943, men också skolöverstyrelsens handledningsböcker under 1945 och 1967 som sin analytiska referens. Syftet med studien är att analysera dessa handledningsböcker och sätta ord på det som avviker från den heterosexuella hegemonin. För att förstå hur handledningsböckernas formulering av den sexuella könsdriften samt samliv dels kan politisera, marginalisera och kriminalisera den avvikande och den abnorma kroppen, har studien därför använt sig av en queerteoretisk utgångspunkt. Detta för att kunna beskriva hur den heteronormativa hegemonin både producerar och reproducerar sexuella modaliteter i olika tid och rum i historien. Studien har även använt sig av en diskursanalys tolkat utifrån Norman Fairclough. Detta för att kunna sortera och begreppsligöra det som artikuleras i materialet som analyseras. Studien upptäckte bland annat att det finns olika sanningsanspråk som gör sig synliga genom hur handledningsböckerna artikulerats, nämligen: den biologiska och mediciniska diskursens modalitet, den borgliga diskursens modalitet, den juridiska diskursens modalitet och den psykologiska diskursens modalitet. Detta blev centralt för studien, bland annat för att kunna förstå hur språkets sociala process och hur den också var påtaglig för förändring. Slutligen kom studien fram till flera intressanta aspekter, dels hur kropp och psyke blir subjekt för politisering och marginalisering, dels hur preventivmedel tolereras inom den borgliga och heterosexuella diskursen om sexuellt samliv. Framför allt hur den borgliga idealen är i ständig kamp för att upprätthålla och vidmakthålla den sexuella diskursen.

This essay explores the conversation about female sexual pain in Sweden and in publishedswedish sexual education during a couple of decades in first half of the 20th century. Byexamining all published journals by RFSU (Swedish Association for Sexual Education) duringthe 1930s to the 1950s, the view on pain, how to prevent and relieve it, can be highlighted. In atime when the concept and conversation of sexuality was changning and exploring newgrounds, former hidden or silenced problems were discussed and medicalized. It shows sex andsexuality isn’t always easy. The main perspective to the examination is medicalization andpsychologization, to show how the use of language and perception of pain evolves over timeand which factors are presented as causes to the pain. Women are expected to feel pain duringtheir first intercourse, since the hymen is broken and allows the penis to enter, also initiatingher sexual life. It is not possible to penetrate before the hymen has broken or been removedsurgically. Vaginismus, menstrual pain and other reccuring pains are on the other hand physicalpains explained by phychological reasons. Fear of pregnancy or pain, or former unpleasantsexual experiences involving pain creates cramps that prevent intercourse or even makes itimpossible. In conclusion, the author argues that RFSU psychologizes pain and therefore demedicalizes it as a physical issue, by making physical pain a result of psychological causes andrecommends it should be treated thereafter.

The following essay aims to further studies in the usage of a specific term among Swedish educators and informers during the 30s. The term in question is enlightenment. The enlightenment term during the 30s in Sweden was often associated, in specific contexts, with others like propaganda, information and advertising. Swedish public informers use the term to describe themselves as an enlightenment agency or upplysningsverksamhet. Their missions being to inform the public of knowledge. One such agency was the Swedish sexual educational journal Populär tidskrift för sexuell upplysning. In 1933 the journal was charged with being indecent and harmful of discipline. This essay follows the discussions in the court centering around the term and the journals defense in using the term. The purpose of the essay is to argue that enlightenment, when used by public informers, sets itself apart by drawing inspiration from its heritage. Contrary to earlier studies the result of this essay, although of a narrower scope, shows a more refined and less confusing usage of the term. The journal clearly arguments for what defines their agency and why the knowledge they provide should be deemed enlightening. Led by doctors the agency provides knowledge they deem essential for the wellbeing of the public. Their arguments are also well littered with inspiration from more classic ideals, akin to those of 17th and 18th century philosophers. Even though you can see the resemblance to other terms of informational themes, the study has shown that enlightenment in its Swedish 1930s usage distinguishes itself.

Denna studie undersöker hur sexualupplysning och sexualundervisning i TV producerar, reproducerar och utmanar föreställningar om sexualitet och genus. Det empiriska materialet består av tre programserier från Utbildningsradion samt två säsonger av Fråga Olle i Kanal 5. Programmen producerades och sändes mellan 1998 och 2004. De teoretiska utgångspunkterna utgörs av genus- och queerteori, där genus och sexualitet betraktas som producerade genom diskurs. Analysen visar hur programmen använder sig av två olika men sammanlänkade perspektiv. Det första är ett bejakande perspektiv där sexualitet presenteras på ett positivt sätt. Det andra är ett riskperspektiv, där faror och negativa aspekter av sexualiteten framhålls. Analysen visar vidare hur programmen bidrar till en rangordning av olika sexuella identiteter och praktiker, där somliga framstår som vanliga, naturliga och önskvärda, samtidigt som andra görs till annorlunda, onaturliga eller äckliga. Heterosexualitet och det heterosexuella vaginala samlaget innehar en normerande position genom att de är ständiga föremål för diskussion, men utan att namnges. Istället är det annorlunda eller oönskade sexuella identiteter och praktiker som benämns explicit, t. ex. problematiseras penetrerande analsex. Till skillnad från heterosexualitet namnges homosexualitet och görs till föremål för specifika program och programpunkter. / This dissertation examines the ways in which Swedish formal and informal sex education materials produce, reproduce and challenge notions of sexuality and gender. The main empirical material consists of four different series of television programmes about sexuality and relationships produced and aired between 1998 and 2004. The programmes make use of an “edutainment” approach, trying to both educate and entertain. The theoretical approach is derived from gender and queer theory by which gender and sexuality is regarded as construed through discourse. Another theoretical outline is that sexuality is subjected to stratification, in which sexual identities and practises are placed in a hierarchical order, placing some as normal and others as deviant. The analysis discloses that the programmes make use of two different but intertwined perspectives. The first is an affirmative discourse in which sex is construed as a positive phenomenon. The second is sex as a risk, emphasising what can be perceived as the destructive aspects of sexuality. The programmes takes heterosexuality for granted and therefore reinforces a heteronormative order. In contrast to heterosexuality, homosexuality is named and made into a topic for specific programmes and program items. The normative sexual practise is the heterosexual vaginal intercourse, a practise which is frequently discussed but hardly ever mentioned by name. Rather, it is unwanted or questioned sexual practises that are mentioned explicitly, among others penetrative anal sex.

Entertainment media, specifically television, plays a big part in the construction of ideas and thoughts within a society. Television is a form of popular culture which can be used as a source of entertainment but can also promote certain ideologies and values to its audience. Sex Education is a Netflix series released in 2019 with a primary focus on knowledge around sexuality. This study aims to investigate how the Netflix-show Sex Education constructs knowledge around sexuality and how it conveys values and ideologies through this construction of knowledge. The study is different from other studies about the show as it focuses explicitly on the knowledge and conversations around sexuality, not how the knowledge is constructed in sex scenes or through other relations and characterizations in the show. The study specifically interests itself with the conversational and articulated elements of sex education. It is important to study how Sex Education portrays knowledge about sexuality as it reflects values and ideologies within a western society, and can be helpful in exploring the discourse around sex education that prevails within this type of society. This construction will have an effect on the audience which consumes it and will showcase the boundaries which sex education presents and articulates itself within. The discourse within the show sets the grounds for how the topic of sex education is spoken about within their given culture. The study uses a poststructuralist discourse analysis to approach the research and finds similar elements within twelve selected scenes from the show to explore how knowledge about sexuality is constructed in the material. Important factors of the analysis are power, ideology, status and values. These are explored in connection to characters' subject positions and the context in which the factors exist: a fictional exaggerated version of western society. The study finds that the selected scenes create a power struggle between a hegemonic, traditional and progressive discourse around sex education. The suggested discourse in their fictional world is the progressive discourse which includes a positive attitude towards diversity and social aspects of sex education. It also highlights a difference in characters' attitudes depending on their subject positions.