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dc.contributor.author Gonzalez, Christine Denise en
dc.date.accessioned 2016-06-24T18:12:45Z en
dc.date.available 2016-06-24T18:12:45Z en
dc.date.issued 2016 en
dc.identifier.uri http://hdl.handle.net/10211.3/172984 en
dc.description.abstract Though an important intervention against rates of pregnancy and sexually transmitted infections among young people, sexuality education routinely suppresses Latinx youths’ claim to sexual subjectivity and deploys racialized, sexualized, and gendered discourses about youth sexuality as a social problem. Drawing on Gloria Anzaldua’s theory of conocimiento, a decolonial epistemology that recognizes the (re)generative capacity of creative processes, I analyze Latinx zines to rethink school-based sexuality education policies and practices. I apply Anzalduan theories of the Coyolxauhqui imperative and the bridge in my analysis and find that zines support the development of sexual subjectivity as Latinxs contend with social inequalities. Zine-making has practical potential within sexuality education in its capacity to foster critical thinking about personal and social experiences of sexuality. Zines can help adult sexuality educators support youth through instruction that is committed to challenging racism, sexism, homophobia, and other social inequalities. en
dc.format.extent vii, 49 leaves en
dc.language.iso en_US en
dc.publisher San Francisco State University en
dc.rights Copyright by Christine Denise Gonzalez, 2016 en
dc.source AS36 2016 HMSX .G66 en
dc.title Sexuality education, Latinx zines, and Anzaldúan theories of conocimiento en
dc.type Thesis en
dc.contributor.department Sexuality Studies en


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