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    Giselle Woodley

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Ms Giselle Woodley

Research Officer

Staff Member Details
Email: g.woodley@ecu.edu.au
Campus: Mount Lawley  
Room: ML18.204  
ORCID iD: https://orcid.org/0000-0002-7521-5001

Giselle is a researcher within the School of Arts and Humanities and is part of the Australian Research Council project 'Adolescents’ perceptions of harm from accessing online content'.

Background

Giselle Woodley (She/Her) is a PhD Candidate and researcher under the School of Arts and Humanities at Edith Cowan University in Australia. She is currently investigating teens' perspectives of Sexually-Explicit Materials (SEM), including pornography and their experiences of their Relationships and Sexuality Education (both at home, school and online). Giselle is a sexologist and has a background in Arts and Media. Giselle also works as a researcher under the School of Population Health at Curtin University investigating sexual violence and primary prevention strategies.

Giselle is a co-founder of Bloom-Ed a Relationships and Sexuality Education (RSE) advocacy group. She is particularly interested in the benefits of RSE and real solutions that work in relation to these issues which ultimately increase individual wellbeing, supports healthy relationships and reduces sexual violence.

Professional associations

  • 2024 - Society of Australian Sexologists

Awards and recognition

National and International awards

  • 2021 - Best Debut Author in the Conversation
  • 2024 - Vice-Chancellor Student Special Commendation for Community Engagement
  • 2024 - Graduate Women of WA - Education award

Research areas and interests

  • Sexology
  • Relationships and Sexuality Education
  • Pornography
  • Sexting
  • Digital intimacies

Research Outputs

2025

Book Chapters

  • Dudek, D., Green, L., Woodley, G. (2025). “We were just havin’a bit of fun”: Teenagers and Porn in Sex Education. Sex Education: School's Out for Netflix (288). Bloomsbury.

Journal Articles

  • Vrankovich, S., Burns, S., Woodley, G., Hendriks, J. (2025). Addressing ‘wicked complex problems’: Qualitative understandings of sexual violence prevention in male-dominated industries. Global Public Health, 20(1), Article number 2446720. https://doi.org/10.1080/17441692.2024.2446720.
  • Langton, K., Jayakumar, E., See, H., Archer, C., Woodley, G. (2025). Balancing digital presents and futures: understanding first-time parents’ practices, plans, and perceptions of ‘quality’ and risk in young children’s digital engagements. Media International Australia, 2025(Article in press), 18 pages. https://doi.org/10.1177/1329878X251330298.

2024

Journal Articles

  • Woodley, G., Jaunzems, K. (2024). Minimising the Risk: Teen Perspectives on Sexual Choking in Pornography. M/C Journal, 27(4), Article number 3088. https://doi.org/10.5204/mcj.3088.
  • Woodley, G., Cayley, G., Senior, I., See, H., Green, L. (2024). '[Do] I Have To Get It In Writing Or Something?' What Happens When Sexuality Education Is Conceptualised Through Consent?. Youth, 4(4), 1739-1756. https://doi.org/10.3390/youth4040110.
  • Woodley, G., Green, L., Jacques, C. (2024). ‘Send Nudes?’: Teens’ perspectives of education around sexting, an argument for a balanced approach. Sexualities: studies in culture and society, 2024(Article in press), TBD. https://doi.org/10.1177/13634607241237675.
  • Quain, J., Mayberry, L., Sibosado, A., Woodley, G., Hendriks, J. (2024). Mooditj–Indigenous Australian sexuality education adapted for hilltribe youth of Northern Thailand: evaluation of delivery through a mixed-methods approach. Curriculum Studies in Health and Physical Education, 15(2), 216-233. https://doi.org/10.1080/25742981.2024.2341677.
  • See, H., Woodley, G. (2024). ‘Firsthand’ versus ‘Secondhand’ Perspectives of Harm: Emphasising Teens’ Firsthand Perspectives of Online Sexual Content. M/C Journal, 27(4), Article number 3077. https://doi.org/10.5204/mcj.3077.

2022

Journal Articles

  • Dudek, D., Woodley, G., Green, L. (2022). ‘Own your narrative’: Teenagers as producers and consumers of porn in Netflix’s Sex Education. Information, Communication and Society, 25(4), 502-515. https://doi.org/10.1080/1369118X.2021.1988130.
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