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A Clinical Perspective on Today's Issues > Lecture 5: Student Sex Work > Flashcards

Lecture 5: Student Sex Work Flashcards

1
Q

history of sex work

A

1911: criminalisation of brothels (sex work itself remained legal)
2000: lift of the ban on brothels
2009: new law proposal (mandatory registration of sex workers, criminalisation of clients of unregistered sex workers, and legal age from 18 to 21). but still not accepted

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2
Q

regulatory frameworks for the sex industry

A
  1. regulation or legisation
  2. partial criminalisation
  3. criminalisation
  4. decriminalisation
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3
Q

regulation or legislation

A
  • NL, germany, austria, australia, nevaga
  • measures to enhance the safety and health of sw
  • excludes particular groups (often marginalised sex workers)
  • difficult to meet the legislation
  • legalisation does not lead to social security
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4
Q

hoe exclude regulation or legislation bepaalde groepen

A

omdat je dan bij een brothel moet, en dus worden bepaalde mensen uitgesloten die bv. niet conventioneel attractive zijn

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5
Q

partial criminalisation

A

client + 3rd party criminalisation
- the nordic model/the swedish model
- norway, sweden, france, ireland, canada
- safety and health risks
- increased stigma

criminalisation of third parties
- the UK

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6
Q

criminalisation

A
  • buying and selling of sex is illegal
  • the usa, russia and africa and middle east
  • adverse health and safety outcomes
  • greater impact on marginalised sex workers
  • existing problems in the industry are not addressed
  • causes for entry not addressed
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7
Q

decriminalisation

A
  • new zealand
  • licenses for brothels
  • enhances safety and health
  • enforcement of labour rights
  • less stigma
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8
Q

marxist feminism =

A
  • 1818 Marx born in Germany
  • Unequal distribution of wealth during the industrial revolution
  • Marxist feminism: the fight against class inequality will not automatically lead to gender equality
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9
Q

marxist feminism on sex work

A
  • ‘Prostitution is only a specific expression of the general exploitation of the labourer’
  • There would be no sex work under communism
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10
Q

liberal feminism=

A
  • Liberal values such as liberty, progress, rationality and limiting those in power (Freenden, 1996).
  • Liberal values should also apply to women
  • Emphasis on legal change (the right to vote, the right to education)
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11
Q

liberal feminism on sex work

A
  • The right to choose for sex work
  • Distinguished voluntarily and forced labour in sex work
  • Focus on gender, not on class
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12
Q

radical feminism=

A
  • Emerged in the 60s (Whelehan, 1995)
  • Insights based on conscious raising (Sutherland, 2004)
  • All women are part of an underprivileged class
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13
Q

radical feminism on sex work

A
  • The sex industry should no longer exist
  • Sex work degrades women
  • Women who chose for sex work have a ‘false consciousness’
  • Sex work has a negative impact on gender equality
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14
Q

sex radicals=

A
  • Sexuality is socially constructed (Peluso, 2016)
  • Advocate for non-heteronormative groups (sex workers, BDSM practitioners, poliamorous people etc)
  • Sexual minorities can change power structures in society
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15
Q

sex radicals on sex work

A
  • Prioritise sex workers’ voice and recognise their agency
  • Advocate for sex workers as sexual minorities
  • Recognise the labour aspect, but no emphasis on labour rights
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16
Q

sex workers rights perspectives

A
  • Academics, feminists and sex workers
  • Sex workers speak on their own behalf
  • Emerged in the 70s in response to
    criminalisation (Bell, 1994)
  • Distinguished voluntarily and forced labour
    in sex work
  • Focus on the improvement of labour rights
    and decriminalisation
17
Q

why research on student sexwork in NL

A

→ Presumed ‘liberal’ climate
→ Regulated sex industry
→ Moderate tuition fees

18
Q

what changed stigmatizing views on sex work from students

A
  • Course work, assignments and projects about sex work
  • Extracurricular activities, fellow students
  • Media (series, movies)
  • The development of critical thinking?
  • For males: Request from potential clients
19
Q

motivations

A
  • flexibility
  • precarious labour in other sectors
  • pleasure: emotional labour, feminist motivations, intellectual motivations
20
Q

emotional labour

A

Emotional labour is the adjustment of workers’ private feelings to meet the expectations of clients, customers or patients

  • The students spoke at length about the performance of emotional labour
  • Use of cultural and educational capital (Bourdieu, 1984)
  • Sex work as a valuable job
  • Not gendered
  • High in demand
21
Q

feminist motivations

A
  • Sex work as a response to workplace harassment
  • Sex work as a site of subversion of heteronormativity and female sexuality (you are not supposed to do this as a woman)
22
Q

intellectual motivations

A

Being able to blend into the two worlds of the sex industry and academia to enhance their
studies
* Using sex work experience in papers and projects
* Enhancing sex work research
* Educating other students
* Auto ethnography

23
Q

4 challenges

A
  1. stigma
  2. the whorearchy
  3. the demand for authenticity and boundary crossing
  4. safety concerns
24
Q

what was the students’ main concern

A

stigma

25
Q

the whorearchy

A

Sex work stigma can also intersect with axes of privilege (whiteness, class, access to higher education). Privilege impacts sex workers’ access to jobs.

The sex industry is stratified based on:
* Visibility
* Fees
* Identities of people involved
* Number of clients
* Physical contact

Students spoke at length about their (in)ability to work in the higher echelons

26
Q

identity work at the expense of others in the whorearchy

A
  • Several students used the status of their job to manage stigma. By so doing they
    reinforce the stigma of sex work
  • Students involved with activism and students who studied sex work were less likely to use the standing of their sector to manage stigma
27
Q

the demand for authenticity and boundary crossing

A
  • The ‘single self’ and the ‘double self’
  • Keeping work and one’s private life separated
  • Boundary crossing when adopting a ‘single self’
28
Q

what can be learned from the study

A

Most student sex workers in this study possessed different layers of privilege. Whilst their experiences are not representative for all sex workers, what can be learned from the study is that:
- Sex (and a lot of emotional labour) for money are not intrinsically connected to harm.
- Sex work can be a suitable occupation for some.

A Clinical Perspective on Today's Issues (20 decks)

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