`Alan McKee presents a student friendly introduction to the analysis of cultural texts. The book highlights the cultural differences in interpretation with a

There are societal concerns that looking at pornography has adverse consequences among those exposed. However, looking at sexually explicit material could have educative and relationship benefits. This article identifies factors associated with looking at pornography ever or within the past 12 months for men and women in Australia, and the extent to which reporting an “addiction” to pornography is associated with reported bad effects. Data from the Second Australian Study of Health and Relationships (ASHR2) were used: computer-assisted telephone interviews (CASIs) completed by a representative sample of 9,963 men and 10,131 women aged 16 to 69 years from all Australian states and territories, with an overall participation rate of 66%. Most men (84%) and half of the women (54%) had ever looked at pornographic material. Three-quarters of these men (76%) and more than one-third of these women (41%) had looked at pornographic material in the past year. Very few respondents reported that they were addicted to pornography (men 4%, women 1%), and of those who said they were addicted about half also reported that using pornography had had a bad effect on them. Looking at pornographic material appears to be reasonably common in Australia, with adverse effects reported by a small minority.

Researchers and media commentators often claim that young people are increasingly learning about sex through pornography, but evidence about this is unclear. This article reports on a mixed methods systematic review of research on pornography use for sexual learning. Ten articles were included that explicitly addressed how porn users describe the educational aspects of pornography. Thematic analysis located five key themes about ‘porn education’ in these articles: learning the mechanics of sex; learning concerning sexual identities and sexualities; inadequate information through pornography; wrong lessons from pornography; and a need for more relevant sex education. No articles attempted to measure or discuss whether people who access pornography have better (or worse) skills and knowledge about sex and sexual health than those who do not. Sex education is only discussed in relation to young people, neglecting attention to lifelong learning about sex and sexuality. According to this dataset, pornography use can offer useful information about the mechanics of sex, and this is particularly pertinent for young gay men. Many articles reveal that young people are often aware of the shortcomings of pornography as a source of information and guidance, and that improvements to sex and relationships education are necessary.

In interdisciplinary investigations into the relationships between pornography and its audiences, the issue of how to define the object of study is more complex than in studies situated within a single discipline. A Delphi panel of 38 leading pornography researchers from a wide range of disciplines was asked about various topics, including the definition of pornography. Qualitative and quantitative analyses of two rounds of survey responses suggested two different and—at first sight—incompatible definitions operating. The first was “Sexually explicit materials intended to arouse.” The second was a culturally relative definition suggesting pornography has no innate characteristics. This technical report suggests that we should encourage researchers to choose which definition they want to use in a self-reflective way depending on the needs of the project, so long as they make it explicit and justify their decision.

A group of Australian researchers from a range of disciplines involved in studying children's sexual development developed a framework for researching healthy sexual development that was acceptable to all disciplines involved. The 15 domains identified were: freedom from unwanted activity; an understanding of consent; education about biological aspects; understanding of safety; relationship skills; agency; lifelong learning; resilience; open communication; sexual development should not be “aggressive, coercive or joyless;” self-acceptance; awareness and acceptance that sex is pleasurable; understanding of parental and societal values; awareness of public/private boundaries; and being competent in mediated sexuality.

Using twelve measures of objectification, I measured the degree to which women are objectified in mainstream pornographic videos in Australia. Seven of the measures allowed for direct comparison of female and male objectification. Of these, one shows women being more objectified than men (presence of orgasms, where women have fewer orgasms). Three show men being more objectified than women (in time spent looking at camera, where men return the gaze significantly less; in time spent talking to the camera, where they are also less engaged; and in initiating sex, where men are more sexual objects than active sexual subjects in seeking their sexual pleasure in the sample). Three measures showed no difference in objectification between men and women (naming, central characters, and time spent talking to other characters).