2025/01/02 by Beate Goldschmidt-Gjerløw, Ragnhild Lindahl Torstensen, Jeanette Kalmar Frøvik · 3 voices
Psychology · Social Sciences · #Sexuality, Behavior, and Technology #Sex work and related issues #Gender, Feminism, and Media
paper · doi:10.1080/25355406.2025.2452122
Children’s exposure to violent pornography may have negative outcomes for their lives and the fulfilment of their rights. Many pornographic videos contain verbal aggression and sexual abuse, including rape. The Committee on the Rights of the Child affirms States Parties´ obligations to ensure that teachers are trained on safeguards relating to the digital environment, yet such training is not an integral part of many teacher education programmes. Educators need support in this field. Our methodological approach is inspired by auto-ethnographic research drawing on our own teaching experience related to pornography and sexual abuse. Extending on teacher typologies, we argue the need for critical perspectives through human rights education that enables students’ respect for and understanding of the human rights instruments, including the Convention on Elimination of Discrimination Against Women (CEDAW) and the Convention on the Rights of the Child (CRC), as part of the context implicated in pornography to empower them to ethically navigate their everyday relations.