Cripping Pleasure: A Literature Review on the Inclusion of Pleasure in Sex Education for Queer and Disabled Individuals


Emily Kirby, Queen's University

While there has been some contention regarding the degree to which pleasure should be included in sexual education, there is increasing evidence that the inclusion of themes such as pleasure and desire in comprehensive sexual education has the potential to promote increased positive sexual development and sexual well-being (Mark et al., 2021). This paper reviews literature at the intersection of pleasure, sexual education, sexuality studies, and critical disability studies through a critical feminist disability studies lens. In particular, it explores the implications of exclusion of pleasure in sexual education for queer and disabled communities. While in many cases sexual education has traditionally focused on a biological model concerned with primarily—and at times exclusively—adverse outcomes of sexual relations, studies are indicating the importance of pleasure in sexuality and, in turn, the important role it plays in sexual education (Ford et al., 2019). Inclusive comprehensive sexual education is critical for queer and disabled people, with studies demonstrating the prominence of exclusion for these communities and the consequences of exclusion on their overall well-being and relationships (Tarasoff, 2021; East and Orchard, 2014; Proulx et al., 2019). Vargas and Cruz (2021) suggest that incorporating sexuality education within an environment that emphasizes teaching diversity and inclusion to learners of diverse abilities and identities fosters an inclusive understanding of sexualities. Inclusive approaches at the intersection of queerness and disability foster a unique perspective on sexuality and relationships and create the potential for improved sexual health, interpersonal relationships, and overall wellness outcomes (Human Rights Campaign 2015); this is further highlighted by Jarpe-Ratner (2020), Proulx et al. (2019), and Snapp et al. (2015). Thus, this paper examines how considering pleasure in comprehensive sexual education intervenes into the question of how to address the specific needs of queer disabled individuals in an empowering and beneficial manner. Drawing on literature from a range of disciplines, including sexuality studies, disability studies, and education, the review analyzes key themes, theoretical perspectives, and methodological approaches employed in existing research about pleasure and sex education, particularly as it relates to the experiences of queer and disabled individuals. In doing so, this review aims to bridge present gaps in knowledge regarding diverse sexual education by examining scholarly works, empirical studies, and theoretical frameworks that address the inclusion of pleasure in comprehensive sex education. This research makes a contribution towards a deeper understanding of the benefits and challenges resulting from the inclusion of pleasure in sexual education, with queer and disabled communities in mind. The review brings together discourse on often-excluded communities and advances current debates regarding pleasure, queerness, and disability in order to make space for further research into inclusive sexual education curricula. This review contributes to ongoing conversations about the intersections of pleasure, inclusivity, and sexual health in the context of education from a critical feminist sociological perspective. It offers insights for K-12 educators, policymakers, and researchers seeking to enhance the quality and relevance of sex education for diverse populations, ultimately advocating for an approach that recognizes and celebrates the diversity of sexual experiences and desires.

This paper will be presented at the following session: