30 09 2018
Gulati, N. (2018). Aankhein Munde Kabutar: Yaunikta ki Abhivyati. Paathshala-
Bheetar aur Baahar, 1 (1): 43-55.
Bheetar aur Baahar, 1 (1): 43-55.
The paper begins with a discussion on
a July 2017 incident of a young boy being restricted from sitting in class XII
boards post his hugging a peer in the school. The ensuing discussion in the
media did not touch upon the possibility of sexual expression as part of the
developmental path during adolescence. Separation of sexual assault and
harassment from natural expression is important but is absent from popular
consciousness. The paper traces the history of the understanding of childhood
as ‘asexual’. It also revisits the discourse of teacher education in addressing
sexuality in children.
a July 2017 incident of a young boy being restricted from sitting in class XII
boards post his hugging a peer in the school. The ensuing discussion in the
media did not touch upon the possibility of sexual expression as part of the
developmental path during adolescence. Separation of sexual assault and
harassment from natural expression is important but is absent from popular
consciousness. The paper traces the history of the understanding of childhood
as ‘asexual’. It also revisits the discourse of teacher education in addressing
sexuality in children.
Tracing the history of sexuality in
India, Gulati writes that between 2nd and 4th century,
sexuality (kaama) was considered important in life along with religion (dharma)
and money (artha). Sexuality and morality were not considered opposing
(Kakar, 2016). The divide between sexuality and religion was also not evident. It
is in the middle ages that greater restrictions on sexuality were applied,
across various religions. The emphasis on brahmacharya or celibacy has
been also led to the emphasis on asexuality. The paper goes on to trace the
history of development of laws around sexual consent, education, and the shift
on emphasis in academic discourse from understanding childhood.
India, Gulati writes that between 2nd and 4th century,
sexuality (kaama) was considered important in life along with religion (dharma)
and money (artha). Sexuality and morality were not considered opposing
(Kakar, 2016). The divide between sexuality and religion was also not evident. It
is in the middle ages that greater restrictions on sexuality were applied,
across various religions. The emphasis on brahmacharya or celibacy has
been also led to the emphasis on asexuality. The paper goes on to trace the
history of development of laws around sexual consent, education, and the shift
on emphasis in academic discourse from understanding childhood.
As children grow up, the understanding
of sexuality runs alongside the understanding of gender. Make believe games that
include acting as adults encompass exploring one’s bodies. Tracing the history
of childhood indicates that childhood was not always considered an asexual
stage marked with ‘innocence’. Such an interpretation has been highlighted since
the 14th century. Contemporary times have reconceptualised childhood
sexuality as a response to early exposure to media. The notion of exposure is
also seen as interlinked with social class and parenting practices.
of sexuality runs alongside the understanding of gender. Make believe games that
include acting as adults encompass exploring one’s bodies. Tracing the history
of childhood indicates that childhood was not always considered an asexual
stage marked with ‘innocence’. Such an interpretation has been highlighted since
the 14th century. Contemporary times have reconceptualised childhood
sexuality as a response to early exposure to media. The notion of exposure is
also seen as interlinked with social class and parenting practices.
In the concluding discussion, focus
has been placed on teacher education. The first step in this direction is for
teachers to develop awareness of one’s own perceptions. Teacher education
maintains a silence on such issues in its curriculum. Children are considered
asexual and any sign of sexuality is considered an indication of danger. Classrooms
are thus conceptualised as spaces based on restriction. Teachers thus need to develop
the ability to identify situations that require more serious thought and action
and where situations only comprise of developmental indicators. The paper
concludes with suggestions for teachers and teacher education.
has been placed on teacher education. The first step in this direction is for
teachers to develop awareness of one’s own perceptions. Teacher education
maintains a silence on such issues in its curriculum. Children are considered
asexual and any sign of sexuality is considered an indication of danger. Classrooms
are thus conceptualised as spaces based on restriction. Teachers thus need to develop
the ability to identify situations that require more serious thought and action
and where situations only comprise of developmental indicators. The paper
concludes with suggestions for teachers and teacher education.