We examine a Twitter attack against our phEmaterialist pedagogy during a UK-wide COVID-19 lockdown. We explore how trolls swarmed together in a collective mocking and ridiculing of images of colorful Play-doh genital models posted as part of a Master’s module we teach. The session explored “clitoral validity” as a feminist pedagogical concept to disrupt phallocentric sexuality education through the modeling of the vulva and clitoris. We focus on a sub-sample of the attack, tweets that explicitly refer to clitoral validity, vulvas, and penises. We develop an analytical frame of networked affect and affective homophily in combination with psychoanalytical concepts to map affective circuits of misogyny and hate. To conclude, we use this episode to shed light on what is at stake for scholars working in feminism and/or gender and sexuality studies using creative, participatory, and arts-based methods and we both trouble and reclaim a position of bad feminist researchers/pedagogues.

Resumen El siguiente trabajo reporta los resultados de una investigación exploratoria descriptiva sobre el cambio del profesor desde su propia perspectiva, en torno a la implementación de la resolución de problemas de final abierto. Se considera el cambio del profesor como un proceso que implica el sistema de creencias y actitudes y cambios a nivel cognitivo. Por lo anterior, y mediante el uso de entrevistas utilizando viñetas y recuerdo simulado como herramientas metodológicas, se trabajó en la identificación de elementos que favorecen el cambio en el sistema de creencias y la forma de trabajar la resolución de problemas en un grupo de once profesores de primaria, que han participado en un proyecto implementando la resolución de problemas de final abierto, a lo largo de tres años. Hemos observado que los profesores identifican y declaran cambios en la forma en que trabajan en el aula, en ellos mismos y en sus estudiantes.

As high rates of sexual violence worldwide have increasingly been met with educational initiatives promoting sexual consent as a core preventive strategy, it becomes crucial to understand how consent is actually conceptualized in specific sociocultural contexts. This study examines how adult women in Chile conceptualize sexual consent and how their understandings align with, expand or diverge from the definition promoted by the World Association for Sexual Health (WAS), one of the more wide-spread accounts. Using a therapeutic writing methodology designed to support emotional safety and reflective depth, 34 women completed a collective writing workshop. For this paper, the main writing exercise was analyzed through thematic analysis. Results show three overarching themes: sexual consent as a self-directed and desire-aligned experience; the intricacies of giving in to sexual encounters as shaped by social expectations, emotional pressures, and relational considerations; and the tensions when differentiating consent from giving in, a distinction experienced as meaningful yet fluid and learned over time. Together, these findings reveal that Chilean women’s conceptualizations of sexual consent extend beyond normative international models, highlighting the need for attuned consent frameworks and educational approaches designed to prevent sexual violence.

As high rates of sexual violence worldwide have increasingly been met with educational initiatives promoting sexual consent as a core preventive strategy, it becomes crucial to understand how consent is actually conceptualized in specific sociocultural contexts. This study examines how a group of adult women in Chile conceptualize sexual consent and how their understandings align with, expand or diverge from the definition promoted by the World Association for Sexual Health (WAS), a widely adopted international framework. Using a therapeutic writing methodology designed to support emotional safety and reflective depth, 34 women completed a collective writing workshop. For this paper, the main writing exercise was analyzed through thematic analysis. Results show three overarching themes: sexual consent as a self-directed and desire-aligned experience; the intricacies of giving in to sexual encounters as shaped by social expectations, emotional pressures, and relational considerations; and the tensions when differentiating consent from giving in, a distinction experienced as meaningful yet fluid and learned over time. Together, these findings reveal that our participants’ conceptualizations of sexual consent extend beyond normative international models, highlighting the need for attuned consent frameworks and educational approaches designed to prevent sexual violence.

This article examines how the threat of being called out – funao – shapes the sexual subjectivities and flirting practices of heterosexual teenage men in Chile. Focusing on the rise of feminist funas (online public denunciations of sexual or gender-based violence), it explores how fear of exposure functions as a paranoid fantasy that reconfigures men’s conduct even when they cannot articulate why certain behaviours are unacceptable. Drawing on psychosocial theories of fantasy, affect and masculinity, the article argues that funas act as affective pedagogies, disciplining young men’s behaviours and contributing ambivalently to the prevention of gender-based violence – not through explicit political conviction but through anticipation and shame. The analysis is based on online interviews with high-school students conducted during Chile’s 2019–2021 social uprising. Findings show how young men portray the funao as a passive victim, mobilise myths of miscommunication, and express both fear and confusion in response to feminist scrutiny. These accounts demonstrate how fantasy helps us grasp not only what participants say but also how they feel their way through a shifting sexual culture, where violence is imagined as a possibility that resides ‘between men’. The article contributes by demonstrating the value of fantasy as an analytic for studying sexual cultures, capturing the affective and anticipatory dimensions of change beyond cognitive or structural accounts. Situated in the Chilean context, the case also contributes to global discussions on digital feminist practices and men’s transformations, illustrating how feminist politics can simultaneously unsettle normative masculinity and generate ambivalent, uneven routes to change.