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1.
Comprehensive sexuality education (CSE) is recognised as an effective method of sexual health education, with the school identified as a fitting site of implementation. Its holistic and participatory nature endeavours to develop the knowledge, attitudes and life-skills of students to help them secure their sexual and reproductive health and rights (SRHR). This qualitative study aimed to better understand aspects of CSE implementation in one context. Specifically, it focuses on the effects of the cultural setting, considering how gender and sexuality norms influence teacher and student implementation strategies. The research was carried out in one secondary school in Ethiopia, which delivered a Dutch-developed programme throughout 2013. Over 50 in-depth interviews were conducted with teachers and students, influential community members and experts in SRHR. Data were also gathered through focus group discussions and classroom observations. Results show that CSE teachers and students, both male and female, were able to discuss issues of sexuality. However, the cultural context was seen to affect interpretation of programme information, influencing the nature of this discussion. For an impactful implementation, it is recommended that sexuality education aims to engage with and involve the wider community, to reduce contradictory messages and increase programme support. Furthermore, teachers should undergo extensive and comprehensive pre-programme training that addresses their attitudes and values, not just their knowledge.  相似文献   

2.

Based upon fieldwork on the Cherokee Boundary in the USA during the mid-1990s, the author explores why a community that supported a teen health clinic and whose high school curriculum met the state standards for sexuality education continued to have a teen pregnancy rate that was one of the highest in western North Carolina. In the process, this study examines the conflicting views about adolescent sexuality, particularly teen pregnancy and homosexuality, held by Cherokee progressives and traditionalists as well as the resulting contradictory approaches to sex education within a community that values harmony. Arguing that the tribe's education policies worked at cross-purposes, the author details the mismatch between the school's sex education curriculum and health clinic vis-à-vis students' sexual interests, knowledge, and behaviors. Difficulties in integrating native culture and an absence of communication further inhibited the policies' effectiveness. Paradoxically, by avoiding the disharmonious issue of sexuality education, the community has become further out of harmony.  相似文献   

3.
Jan Milton 《Sex education》2013,13(3):241-256

This small-scale study draws on qualitative data from four government primary schools in Sydney, Australia to investigate the sex education given to grade five and six primary school children by their teachers. This article explores the sexuality issues teachers find difficult to discuss, and reports the concerns teachers have when teaching sexuality education. The practices teachers adopt to encourage parent-teacher partnerships in sex education are also reported. School programs varied in the coverage that was given to contraception and sexually transmitted infections while no school program formally addressed sexual identity and orientation, issues that were brought up by the children through their questions. Teacher concerns included what parents might think about the program and how to manage the different levels of maturity, knowledge and comfort among the children in their class. The article concludes that teachers need to continue fostering their partnership with parents and that many teachers require more opportunities for training so that they can address with comfort the sexuality issues of concern to children and their parents.  相似文献   

4.
Drawing session from an art and anatomy workshop for medical students at the University of Texas Health Science Center at San Antonio and art students at the University of Texas at San Antonio. A current trend in medical education is to integrate aspects of the humanities into the medical school curriculum. In this issue of ASE, Dr. Charleen Moore and her colleagues describe an art and anatomy workshop that uses drawing exercises to increase observational skills, to foster the development of humanistic sensitivities, and to emphasize the emotional aspects of dealing with mortality. (Photograph by Penelope Borchers).  相似文献   

5.
Arpita Das 《Sex education》2014,14(2):210-224
Comprehensive sexuality education (CSE) has been recognised globally as key to helping young people assert their sexual and reproductive rights. In India too, there is growing awareness of the importance of providing CSE not only to reduce sexually transmitted infections, unintended pregnancies and abortions but also to teach important life skills. Simultaneously, lack of political will and conflicting interests among certain religious and political factions have ensured that no uniform CSE curriculum has been implemented throughout the country. This paper analyses the Adolescent Education Programme teacher curriculum as revised in 2009–2010 by the National Council of Educational Research and Training and the United Nations Population Fund. It highlights some of the opportunities presented by the curriculum and argues that despite its intent of providing relevant sexuality education for young people, the language of the curriculum is vague, thus potentially exacerbating confusion, and excluding people who do not conform to societal stereotypes of sex, gender, and ability. In order to be holistic, any CSE programme must be inclusive, cater to diverse needs and present content in a rights-based language without adding to the socio-cultural context of mystery and shame attached to sexuality.  相似文献   

6.
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   

7.
Moving from opposition to participation, the Adolescent Family Life Act (1981) and the development of abstinence education marks the conservative movement's pivot to a rhetorical strategy of tolerance that enabled it to coopt the public culture of sex discourse. Working from Herbert Marcuse's theory of “surplus repression,” I argue that the New Right seized the liberationist argument for open public discourse about sexuality to sublimate libidinal desires into a national project of familial (re)productivity. The AFLA is significant in the rhetorical history of sex education because it demarcates the transition to a productive form of biopolitics that sought to manage sexuality by instrumentalizing rather than censuring bodily desire. Conservative sex talk illustrates how Eros—transgressive, creative, and erotic desires—is channeled into the discursive production of hyper-functional subjects invested in their own subjugation.  相似文献   

8.
ABSTRACT

This paper examines lesbian and gay teachers’ identities and experiences in schools in the context of school policies relating to homophobia and to sex and sexuality education. Drawing on semi-structured interviews with 12 lesbian and gay teachers working in English and Welsh schools, and using the concept of ‘policy enactment’, I analyse the ways in which school policies around homo/bi/transphobic bullying and sex/uality education and their enactment are perceived by lesbian and gay teachers. The article examines teachers’ personal experiences in relation to sexuality in school, and then broadens out into related issues for pupils and a discussion of the varied approaches to sex and relationships education in the schools. I argue that the enactment of these policies is not straightforward, and that they could be better supported by a more inclusive and comprehensive sexuality education curriculum.  相似文献   

9.
Although sex education is often provided to young people, there is a lack of spaces where adults can go to learn more about sex from experts in a free and welcoming environment. One place that provides an opportunity for adult sex education is adult sexual retail stores. While these stores aim to be commercially successful, they also fulfil a role of educating adults about sex and sexuality. This study explains how Good Vibrations (GV), a sex-positive adult sexual retail store company in the USA, disseminates sexuality education for adults. Using qualitative methods including observations, interviews and textual analysis, I show how GV serves as a coach to its patrons. The coaching framework described here promotes shared responsibility through inclusive and accessible education, highlighting communication and focusing on pleasure and positivity. This paper provides one of the first evidence-based accounts of how an adult sexual retailer educates its customers and provides a model for sexuality educators for all ages.  相似文献   

10.
A telephone survey was administered to residents of a historically conservative southern state to assess resident's level of support for comprehensive sexuality education (CSE) in schools and support for the availability of condoms and contraception to reduce unintended pregnancies and sexually transmitted infections. Data were obtained from 841 residents and findings revealed that the majority of residents: (a) support CSE, (b) support access to birth control, and (c) support the availability of condoms. Data were analyzed to determine characteristics of those in support of these prevention strategies so that data could inform key stakeholders, policy makers and health promotion strategies.  相似文献   

11.
ABSTRACT

Scholars of sexuality have argued that ‘moral panics’ about sexuality often stand in for broader conflicts over nationality and belonging. Canada has spent decades cultivating a national image founded on multiculturalism and democratic equality. The Ontario sexuality education curriculum introduced in 2015 drew audible condemnation from a variety of groups. Drawing from Critical Discourse Analysis and Critical Race Theory, we argue that the public discourse surrounding these protests exposed the limits of Canadian pluralism, fuelling a meta-debate about the ‘Canadianness’ of recent immigrants and the incompatibility of liberal values with those of non-Westerners, especially Muslims. We explain this in terms of contextual factors such as Ontario’s publicly funded Catholic school system and anti-Muslim xenophobia in the post-9/11 era. Our analysis speaks to the importance of intersectional social justice efforts as part of the movement for comprehensive sex education.  相似文献   

12.
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   

13.
During the early 20th century, practicing San Antonio teachers took part in several different types of in‐service education. This paper investigates the types of in‐service education present during the superintendency of Lloyd Wolfe (1902–1908), a progressive San Antonio educator who employed innovative approaches to in‐service education. Influenced by Francis W. Parker, Wolfe placed emphasis on methodology that stressed child‐centred activities and real‐world problem solving. The paper explores how Wolfe disseminated his ideology to his teachers through the lectures and content of a summer in‐service programme. It contemplates criticism from conservative San Antonio politicians who considered some of the approaches to in‐service education both too progressive and too costly. It demonstrates how personal ideology of particular superintendents shaped and changed teacher education programmes. Finally, the author places the San Antonio programme in a broader context that contributes to what is known about early teacher education programmes in the USA.  相似文献   

14.

This article analyses the relationship between sexual biography and pedagogic practice. It is based on life history interviews with sex education practitioners (teachers and a school nurse) that aimed to explore elements of these individuals' sexual biographies, their experiences of learning about sex and their pedagogic practice. The article considers why the sexuality of sex educators may be important, how this manifests itself in school and, finally, some of the implications for policy and practice.  相似文献   

15.
There is limited data on the implementation of Comprehensive Sexuality Education in Nigerian schools. This study explored In-School adolescents' perspectives on the implementation and utility of the Family Life and HIV/AIDS Education Curriculum, using questionnaires and focus group discussions. Findings reveal that sexuality education in schools is mostly moralistic and cognitive in emphasis, with limited adaptation of interactive methodologies. Inadequate teacher training, teachers' sexual double standards, and limiting curriculum to junior classes were identified as major setbacks. Curriculum expansion, Comprehensive School health programming, continuous teacher training and ensuring that teachers are held accountable for their behaviors are recommended.  相似文献   

16.
ABSTRACT

Over the past few years, international organisations have advanced Comprehensive Sexuality Education (CSE) as a global policy to promote sexual and reproductive health and rights (SRHR) and address gender-based violence in schools. This paper analyses policy adoption, transfer mechanisms, and reformulation of CSE in Ethiopia, a late adopter of the policy. To do this, we identify education policy transfer mechanisms and apply a gender analysis by focusing on conceptualisations of gender relations in the uptake and reformulation of CSE policies. Drawing on document analysis and stakeholder interviews, the paper reveals that CSE in Ethiopia is largely a donor-driven agenda, advanced through dissemination and networking strategies. CSE is particularly embraced by the Ministry of Health, international organisations and NGOs in Ethiopia, but at the same time, the Ministry of Education and other critics continue to resist adoption, emphasising cultural differences. As a result, CSE in Ethiopia is (re)formulated and reflects narrow conceptualisations of how CSE can address gender-based violence, restricting its focus to health and development outcomes.  相似文献   

17.
Introduction: In the absence of standardised sex education and because schools usually limit their teaching to the ‘health’ aspects of sexuality, young people in Cyprus rely on their peers and the media for information on sexuality. This study examines the sources and adequacy of the information received by young people from various sources on matters related to sexuality and sexual health.

Method: Twelve in‐depth interviews were conducted in Cyprus in 2005 with purposively chosen boys and girls aged 15–18 years using a semi‐structured discussion guide. The interviews focused on participants' knowledge of HIV/AIDS and other sexually transmitted infections, safer sex, contraception and abortion. They also explored attitudes and beliefs concerning relationships, homosexuality and mutual consent.

Results: Information about sexual health is primarily received from school in classes that interviewees considered dull or irrelevant. Television, and to a lesser degree magazines, were the main sources of information on sexual relationships, the sexual act, homosexuality and abortion. Sexually transmitted infection knowledge was limited and often erroneous, while attitudes towards contraception use, abortion and homosexuality suggest that negative stereotypes are widespread.

Conclusions: Because the information young people receive on sexuality appears to be inadequate, there is an urgent need to implement comprehensive, evidence‐based sex education in the public schools. It should also address the nature and content of the sexual and reproductive health messages received from peers and the media.  相似文献   

18.
As part of Western European development aid policy, comprehensive sexuality education (CSE) is increasingly promoted in resource-poor countries. This paper engages with CSE promotion in Bangladesh funded by the Dutch Government. It unpacks the ‘collaboration’ by looking at how a paradox is played out between the universal ideals underlying a broader transnational rights-approach and the intended cultural sensitivity by adapting CSE to the targeted context. Feminist scholarship on the ideological, moral and affective underpinnings of CSE is used to question this model’s implied universality and neutrality. The various negotiations, concerns and strategies of NGO-representatives as co-producers of sexuality knowledge in Bangladesh are focused upon. Analysis focuses on how a ‘speakable’, middle-class-oriented ‘proper’ sexuality is invented and managed through affect; how cultural insensitivity and secular normativity with respect to CSE are challenged in discussions concerned a rights-versus-health approach; and how a confident and knowledgeable adolescent or young person is imagined through the emancipatory project attributed to sexuality education. Rather than via equal collaboration, it is argued, adolescent sexuality education in these development aid settings is shaped by powerful transnational and local processes of Othering.  相似文献   

19.
Recently in Sex Education authors have raised concern with regards to Comprehensive Sexuality Education (CSE) in resource-poor countries as part of Western European development aid policy. It has been argued that the agency-focused and rights-based nature of ‘northern’ sexuality education puts too much responsibility on young people’s shoulders and disregards their insecurity and shame, as well as local culture more generally. By promoting a rights-based approach to CSE in countries in the South, European development organisations would risk being insensitive to local collective concerns, networks, sensitivities and affects, not least those based in religion. In addition to concerns related to CSE content, concern has been expressed about the unequal relationships between stakeholders from the global north versus the global south in the shaping of youth sexuality education. The issues raised are important and call for further elaboration and discussion, which is what we intend to initiate here. The viewpoints we present relate, among others, to the balance between structure and agency focused perspectives in CSE; the multiplicity of needs with regard to sexual agency; the precariousness of international partnerships; ongoing national and international controversies over sexual rights; and the absolute necessity for multicomponent approaches and careful community building as part of CSE implementation and scale-up.  相似文献   

20.
ABSTRACT

This paper arises out of our current work investigating the construction of male and female students’ sexual/gender relations within school arenas. A main concern is to explore recent empirical and theoretical work on sexuality, in an attempt to critique the New Right moralism with its own contradictory form of pluralism. At the same time a critical examination of the sexual politics of the curriculum may serve to rethink the underlying values of the old dichotomies around liberal and radical modes of progressive education with reference to curriculum change. Key areas of debate include the contextualisation of sex/sexuality within schools, sexual harassment, the normalisation of heterosexualities and sex/sexuality education. We have found it useful to hold onto the tension between materialist, deconstructionist and psychoanalytic accounts of the formation of sexual subjectivities, without attempting to resolve the contradictions between them.  相似文献   

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