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1.
Over 30 years after HIV was first recognised in the USA, the epidemic continues to pose a disproportionate threat to vulnerable and marginalised populations. Increasing HIV incidence among young men who have sex with men has spurred debate around the content and approach to HIV prevention interventions directed towards this vulnerable population. A comprehensive model for conceptualising the content of sexual health education is described, which can be tailored to the unique needs and experiences of young men who have sex with men through the application of social theory. Vernacular knowledge is incorporated as a manner of nesting sexual health messages within the shared understandings of young men regarding same-sex sexual practices, gender roles and expectations, community mores and conventions and other shared knowledge of sex and sexuality. Critical pedagogy is then discussed as a way of guiding one’s pedagogical approach during intervention design and implementation that is most conducive to both individual empowerment and community solidarity. The paper concludes with strategies for turning the corner from theory to practice, beginning with formative research that culminates in the design of relevant, community-based sexual health education programmes for young men who have sex with men.  相似文献   

2.
HIV/AIDS discourses have not only made people aware of HIV as a disease entity but have opened up new ways of thinking and talking about sex and sexuality. This article draws on findings from an evaluation of a pilot sexuality education programme, conducted in secondary schools in Victoria (Australia), to examine gender relations and the production of difference. Participating schools were required to incorporate teaching and learning experiences which normalised and affirmed sexual diversity and explored issues around HIV-related discrimination and homophobia. Two examples, gender, power and menstruation and heterosexism and homophobia, are used to analyse the language and practices students engage in as part of the process of achieving a (hetero)sexual identity. It is argued that HIV/AIDS education and sexuality education, more broadly defined, presents a particular challenge to dominant forms of masculinity and that programmes need to address gender, power and heterosexuality and its discontents if they are to have a positive impact on HIV-related discrimination and homophobia.  相似文献   

3.
This article offers a feminist critique of existing sex education policies and programmes in Canada, as well as examining common right‐wing arguments against more progressive approaches. Two major forces shaping adolescent girls’ developing sexuality—male sexual violence and compulsory heterosexuality—are discussed, and recent initiatives in Ontario to introduce these issues into sex education programmes evaluated. Toronto Board of Education's new policy on sexual orientation and the Ontario Ministry of Education AIDS Education Curriculum are assessed and strategies for anti‐sexist, anti‐heterosexist sex education developed.  相似文献   

4.
Although most teachers realize the potential of using popular culture within the sexuality education classroom, incorporating it successfully is complex. Especially, how can teachers critically analyse the ideology contained in popular culture without lapsing into moralizing and design motivating activities? For teachers in Taiwan, whose training has involved abstinence-only sex education and discourse, avoiding such activities is an even greater challenge. This study attempts to present an analytical framework for development students' sexual literacy through popular culture to respond to these issues. The framework for using popular culture sexual literacy as a pedagogical tool enables teachers to shift from analysing popular culture itself to understanding the lessons regarding sexuality and gender that students derive from it. Using this analytic framework, teachers can establish an interesting and meaningful method to discuss sex and intimacy relationship issues and facilitate students' inquiry into the multiple understanding of sexuality and gender; especially in discussing and understanding the desire of adolescent girls. Through this framework, the true needs of students in sexuality education can be addressed. This pedagogical approach also relates the course content to the practical experiences of young students and alters student opinions on formal sexual education.  相似文献   

5.
Globally, gender norms and power differentials profoundly affect both girls' and boys' sexual attitudes, practices and health. One avenue for enabling young people to reflect on traditional gender arrangements that endanger their health—and to lay the groundwork for satisfying sexual lives—is sexuality and relationships education (SRE). Unfortunately, many SRE programmes address gender norms and critical thinking skills either superficially or not at all. Moreover, in some developing countries, SRE programmes do not reach the majority of girls aged 15–19, a high proportion of whom are simply not in school. This paper argues for grounding SRE within a social studies framework, emphasizing gender and social context. Such an approach can foster critical thinking skills, can provide a foundation for subsequent lessons on explicitly sexual topics, can illuminate the links between gender inequality and other social issues, can allow for a human‐rights emphasis that may prove politically less controversial than technical sexuality topics, and may ultimately prove vital to achieving better sexual health outcomes. The experience of community‐based programmes provides lessons for designing and evaluating such approaches in schools.  相似文献   

6.
Although comprehensive sexuality education programmes have the potential to improve the sexual health and well-being of young people, many socially conservative rural states in the USA have laws and policies restricting school-based comprehensive sexuality education and supporting abstinence-only education. This paper describes the process of building a community-university partnership to implement a community-based comprehensive sexuality education peer education programme for high-risk young people and presents preliminary findings from a longitudinal evaluation. Through purposive recruitment, the sample included 386 young people (mean age) who were more diverse than the local community. Important university-community partnership components included (1) establishing local connections and legitimacy, (2) adapting and tailoring programmes to meet community context, (3) sustainability planning, and (4) flexibility, persistence, and patience. Building community trust and capitalising on the mutual benefits of community-university partnerships are effective methods of building community sexuality education programming in a conservative environment. Tailoring evidence-based approaches to comprehensive sexuality education in a politically restrictive environment shows promise in improving the sexual and reproductive health of young people.  相似文献   

7.
Evidence shows that a focus on gender and power in sexuality/HIV education increases the likelihood of achieving positive sexual health outcomes, and international agencies have called for a shift to a gender-focused approach. However, questions remain about the implementation of such programmes, including how best to prepare teachers to deliver such curricula. In the development of the national school-based HIV prevention curriculum in Nigeria, several state governments partnered with feminist (or like-minded) non-governmental organisations to collaborate on teacher training. This case study, drawing on teacher interviews and classroom observations, explores the effects of that experience. Teachers reported that the 10-day training developed their competence, confidence, and commitment to foster students' critical thinking about gender issues. Specifically, they reported changes in their own gender attitudes, pedagogic skills and connectedness with students, particularly girls. The findings suggest that high-quality training can prepare teachers – including those in large, resource-poor school systems – to deliver the kind of gender-focused sexuality/HIV education that is proving most effective at advancing sexual health outcomes. Non-governmental organisations can be important partners for providing such training. Further research is needed to assess what additional social and educational outcomes may result from gender-focused sexuality/HIV education.  相似文献   

8.
This paper reports on qualitative research with Australian parents concerning their attitudes to sexuality and relationships education, both at home and in school. A wide range of values and attitudes were represented among parents in this study. Regardless of the varying approaches parents used, all participants expressed a desire for their children to be well informed about sex, sexual health and relationships, yet many felt inadequate to the task of providing high-quality sex education to their children. Some participants blamed this lack of confidence on their own limited education about sexuality. Their main concern was to ensure that their children are safe and that when they do become sexually active their experiences of sex are positive. Most participants saw sex education as primarily their responsibility, with school sex education as an important adjunct. They wanted to be well informed about the timing and content of school programmes for their children, and to be assured that those educators who will be teaching their children about sexual health have the skills and qualifications to do their job well, while remaining sensitive to the diversity of values among students and their families. While most parents who participated in the research supported sexuality education in schools, they did so with reservations. In particular, they wanted schools to take an active role in communicating with them about the content of sexuality education programmes and be open to meeting with those parents who expressed concerns.  相似文献   

9.
Although young people in Nigeria become sexually active at a very early age, little is known about how they view sex, sexuality, and relationships with the opposite sex. Yet knowledge of their notions and expectations regarding these issues has the potential to improve care and inform the development of sexuality education programmes. This paper reports the findings of a study which relied on in‐depth individual interviews and focus group discussions to investigate notions of sex, sexuality, and relationships among 120 boys aged 10–21 in rural southeastern Nigeria. Emerging data suggest that the popular images of sex, sexuality, and relationship among the boys support the notion of the cult of the male, which consists in a heady mixture of paternalism, systematic subordination of girls, and the glorification and idolization of male sexuality and sexual prowess. Boys generally held a penis‐centred view of sex and tended to liken sexual intercourse and relationships with girls to encounters during which girls were conquered, subdued, and demystified. The ideology of a double standard, in which males feel morally and physically edified by multiple sex encounters and viewed females as morally demeaned by the same, was observed among the boys. The findings show the need for approaches to sexuality education to be sensitive to the cultural contexts within which these notions are formed and sustained among boys in local communities.  相似文献   

10.
ABSTRACT

At-risk adolescents may experience Social Determinants of Health (SDoH) that lead to higher rates of risky sexual behavior, including increased risk of pregnancy and sexually transmitted infections. These SDoH may include components such as unstable family structures, incomplete education, and poverty. Targeting at-risk youth for sexuality education is one way to work toward decreasing sexual health disparities. However, preferences for sexuality education approaches may differ among at-risk youth by additional factors including sex and sexual orientation. The purpose of this study was to describe sexuality education preferences among at-risk youth and how sexuality education preferences differ based on sex and sexual orientation in an at-risk sample of high school-aged youth in Texas. Results indicate sexuality education preferences differ based on sex and sexual orientation when examined by sexual health topics and methods of delivery. Implications of this study indicate including at-risk youth in sexual health programs may be a way to target those at-risk of adverse SDoH, but these groups also have specific preferences for sexuality education.  相似文献   

11.
Iaín Carson 《Sex education》2013,13(2):231-233
Rates of sexually transmitted infections and teenage pregnancy amongst the under-16s are causing increasing concern. There is limited evidence about the sexual behaviour and sex education preferences of this age group, especially of those from Black and minority ethnic groups. This study aimed to provide data on early heterosexual risk behaviour, and to examine preferences for the content and delivery of sex and relationships education (SRE), across ethnicity, gender and school year to inform priority setting and sex education strategies. A cross-sectional study of 3334 13–17-year-olds from 10 English urban and suburban secondary schools was conducted. Multivariate analysis was performed to examine the independent effect of demographic variables on sexual experience and preferences for sex education. A number of important differences in the sexual experience and condom use of males and females across the ethnic groups were identified. Differences in preferences for the content and delivery of sex education were also identified, particularly between male and female pupils. The findings indicate the potential for quite wide variation in sexual experience and preferences within school classrooms. The challenge for educators is therefore to develop SRE curricula that are inclusive within the constraints of school teaching.  相似文献   

12.
Abstract

Higher education educators commonly understand social identities, including gender, to be fluid and dynamic. Lev's (2004) model of four components of sexual identity is commonly used to demonstrate the fluidity of sex, gender, and sexuality for individuals, but it does little to address the fixedness of those constructs. Through a multipronged intersectional framework and by centering trans* -students, this article proposes a more dynamic model for gender and sexuality.  相似文献   

13.
In the midst of a generalised HIV and AIDS epidemic in southern Africa, the argument for more coordinated and comprehensive youth sexual health interventions is intensifying. Yet the crucial question of how best to provide young people with these skills and knowledge remains a key challenge for policy-makers, researchers and practitioners in our region. Moreover, amongst the available literature on sex education in southern Africa, few authors have taken an applied perspective, to look at fresh approaches and tools with the potential to be implemented more broadly. This paper argues for a greater focus on concepts of masculinity and sexuality in the development of sexual health efforts in southern Africa. It aims to bridge theory and practice by advancing six promising approaches with the potential to create a suitable space and environment for participants to engage with these issues. Approaches include methods and tools currently being implemented in existing programmes, as well as ideas emerging from recent literature. Our paper is ultimately a call for further ‘out-of-the-box’ thinking to find more effective and creative practical ways of providing the sexual health education our region's youth urgently needs. It is also a call for more applied research, to better inform future sex education programmes in southern Africa.  相似文献   

14.
Adult education programmes developed for or by indigenous communities rarely seem to have addressed gender inequalities. Yet, compared to mainstream adult educational interventions promoting instrumental approaches to ‘functional literacy’, such programmes often appear highly politicised, starting from a standpoint of promoting indigenous peoples’ rights. We look at the reasons for the absence of gender analysis from policy and research on indigenous adult education and highlight key issues within indigenous adult education, when viewed from a gendered perspective, particularly language, assessment, learning structures and programme objectives. Drawing on case studies of indigenous adult education programmes in South and South-East Asia, we emphasise the need for participatory, non-hierarchical processes in adult education that can provide legitimate space for multiple voices within indigenous groups, without enhancing the sense of marginalisation. The principles underlying indigenous adult education programmes can help planners to challenge and respond to gender inequalities.  相似文献   

15.
This study analyses the expressed sexuality education needs of young people from Azuay, a region of Ecuador characterised by a large proportion of young people whose parents have migrated abroad, a group often considered at risk to developing of sexual health problems. Multi-stage stratified cluster sampling was used to recruit young people aged 11 and 19 years to the study. The expressed needs of participants were analysed in relation to gender, parents’ migratory status, age and geographical location. Survey findings revealed that young people expressed high needs with respect to the different components of Comprehensive Sexuality Education: gender roles, sexual and reproductive health, sexual citizenship, pleasure, violence, diversity and relationships. Ordinal regression analyses revealed few significant differences in relation to socio-demographic variables, which was surprising, in particular, with respect to the group of young people with migrating parents. Given the high levels of expressed needs, the findings carry important implications for the design and implementation of future sexuality education programmes.  相似文献   

16.
Louisa Allen 《Sex education》2013,13(2):109-122

In rethinking what is theoretically conceived as a 'gap' between what young people learn in sexuality education and what they do in practice, this article argues for the need to comprehend young people's sexual knowledge from their own conceptualisation of this. Drawing on empirical findings from research with New Zealanders aged 17-19, young people's own understandings of their sexual knowledge are explored. These findings indicate how young people in the study conceptualised sexual knowledge in two ways: as information derived from secondary sources such as sexuality education, and knowledge gleaned from personal sexual experience. Hierarchies were evident within and between such types of sexual knowledge, in terms of the status young people afforded, and the interest they displayed in them. The type of sexual knowledge young people were most interested in, and which they identified as lacking in sexuality education, centred on a 'discourse of erotics'. It is argued that the inclusion of this discourse within sexuality education programmes might offer one way of closing the knowledge/practice gap, by raising the status of sexuality education's messages for young people and drawing this information closer to their lived sexual experiences.  相似文献   

17.
In sub-Saharan Africa, young women are at the highest risk of HIV infection. Comprehensive sexuality education and open parent–child communication about sex have been shown to mitigate risky sexual practices associated with HIV. This study aimed to identify sources of HIV prevention knowledge among young women aged 10–14 years and community-based strategies to enhance HIV prevention in Zambia. Focus group discussions were conducted with 114 young women in Zambian provinces with the highest rates (~20%) of HIV. Discussions were recorded, transcribed and coded, and addressed perceived HIV risk, knowledge and access to information. Participants reported that limited school-based sexuality education reduced opportunities to gain HIV prevention knowledge, and that cultural and traditional practices promoted negative attitudes regarding condom use. Parent–child communication about sex was perceived to be limited; parents were described as feeling it improper to discuss sex with their children. Initiatives to increase comprehensive sexuality education and stimulate parental communication about sexual behaviour were suggested by participants. Culturally tailored programmes to increase parent–child communication appear warranted. Community-based strategies aimed at enhancing protective sexual behaviour among those most at risk are essential.  相似文献   

18.
Participation of the ‘target group’ is a key concept in working on empowerment in health education. However, it raises many questions and is not without struggle. I will discuss the findings from a study into the state of the art of empowerment in health education, which includes a literature review and the analysis of eight Dutch health‐promotion projects. An important finding is that participation is not an unequivocal concept. Professionals working in health education strongly disagree on the value, goals and meaning of participation. Moreover, in working on empowerment, a tension exists—between the ideal of participatory, ‘bottom‐up’ approaches on the one hand; and the ‘top‐down’ structure of health education programmes, on the other. I will argue for a ‘realistic approach’ in which the practice of health promotion is taken as the starting point to work on empowerment. After all, imagining the flowers is easy, but working the rich and heavy clay is the challenge.  相似文献   

19.
The complexity of young people’s strategic negotiation of sexual agency constitutes a challenge for professionals working in the area of sexuality education. This paper explores how comprehensive sexuality education can support young people to develop sexual agency in all its forms: embodied, bonded, narrative and moral. A first step is to base sexuality education on the recognition of the connectedness of young people to different people and to different sexual cultures. This implies that comprehensive sexuality education should provide the tools that can help young people in the process of taking up a position, forming an identity and embodying a sexual self within their own social and cultural context. Moreover, comprehensive sexuality education should not only be aimed at empowering individuals, but should also address different sexual cultures, gender norms and other social norms, to stimulate critical consciousness and collective agency, and thereby create an environment that enables and supports young people’s agency and diminishes inequality and restrictive norms.  相似文献   

20.
School-based comprehensive sexuality education (CSE) programmes play an important role in reducing young people’s sexual risk behaviour and promoting health and well-being. There is limited evidence regarding the attitudes and beliefs of parents towards the implementation of school-based CSE programmes in Islamic cultural settings, including Oman, which this mixed-method study set out to explore. A convenience sample of 250 parents, with equal numbers of mothers and fathers of children aged 12–14 years (grades 7–9) at two urban public pre-secondary schools in Saham, completed a paper-based self-administered questionnaire in Arabic. We found most parents (72.8%) supported school-based CSE programmes that conformed to Islamic requirements of pre-marital sexual abstinence, but there was some opposition. Almost all parents supported comprehensive age-appropriate CSE being taught to students aged 10–15 years, including topics perceived as controversial in Omani culture, except for birth control and safer sex. Most parents considered themselves, school teachers and school nurses to be important sources of CSE. The study findings which suggest strong parental support for CSE programmes can facilitate education policy, CSE curriculum decision-makers and school healthcare-providers in Oman, other Middle Eastern countries, and countries with Muslim immigrant populations.  相似文献   

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