Sexual Uncertainties and Disabled Young Men: Silencing Difference Within the Classroom

This paper reflects upon and connects the findings of two research projects that examined the sexual inequalities experienced by disabled young gay men. Using some of the data for illustrative purposes, we explore the consequences of the dominant heteronormative discursive practices that they experienced within sex education classes. Drawing on Foucault, we explore how the many silences within the particular version of sex education that these young men received resulted in internalized feelings of difference. Furthermore, we argue that such educational experiences construct 'certainties' that do not reflect the realities of young disabled gay men.