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1.
Tiffany Jones 《Sex education》2019,19(4):455-471
ABSTRACTSouth Africa stands out in the African region for its protection of lesbian, gay, bisexual, transgender and intersex (LGBTI) rights. This article examines South Africa’s contributions to local policy for LGBTIs and to work on LGBTI issues in education policy and education rights progress internationally. It also considers broader South African contributions to the theorisation of gender and sexuality. Data derive from an analysis of 102 interviews with key informants participating in high-level global networking for LGBTI students’ rights, and documentary analysis showing how stakeholders characterise South African contributions to transnational LGBTI education work. Informants identified how such contributions have a strong human rights emphasis, furthering post-colonial resistance to simplistic gender and sexuality classification schema imposed via imperial colonising dynamics. While South African work in this area has also promoted and facilitated research, it has at times been limited by ambivalence from its leadership. The nation’s early adoption of constitutional rights, relationship rights and educational equity provisions as acts of decolonisation contribute valuable African LGBTI work examples to the region. Their success encourages further funding for South-South transnational LGBTI education work. 相似文献
2.
Emily Meadows 《American journal of sexuality education》2018,13(3):297-309
ABSTRACTThis paper offers a review of school-based sexuality and relationship education as it relates to gender and sexual minority (GSM) students. Framed by a queer theory lens, the paper examines four main topics: (a) sexual health and relationship risks for GSM youth, (b) comprehensive school-based sexuality education as a protective factor for sexual health and relationship risks, (c) the current availability of relevant sexuality education for GSM students in the United States, and (d) inclusive schools as a social determinant of health. The author advocates for health equity, and offers suggestions for inclusive, comprehensive sexuality and relationship education to provide relevant, accurate, positive information for all students. 相似文献
3.
Massage therapy program directors completed an online survey to explore sexual education in massage therapy programs. The overall data suggest that program directors are supportive of sexual health education in the training of massage therapists and that such education is integrated into several aspects of their training programs. To enhance sexual health education, massage therapy programs could collaborate with specialists in sex therapy or sexuality education. Massage therapy training may need to include the following topics: working with clients who have been sexually abused, working with transsexual clients, understanding sexual arousal processes, and understanding dynamics between men and women. 相似文献
4.
Getnet Tizazu Fetene 《教育政策杂志》2013,28(4):425-441
Set against trans‐ or supra‐national policy initiatives which have framed the HIV/AIDS pandemic as in part a pedagogical issue, this paper critically explores local understandings of sexual practices (generally) as well as of HIV/AIDS (more specifically) among young people in the sub‐Saharan African country of Ethiopia. Ethiopia has the third largest number of HIV/AIDS infections in the world, behind only South Africa and India. Like many countries dealing with this pandemic, the Ethiopian government has articulated its response to a broader set of global presses, including those around information and education. Such responses, we will argue, are helpful but have important limitations. As this study shows, knowledge about safer sex practices and the dangers of HIV/AIDS are by now well known among many Ethiopian youth. Yet, this knowledge does not always effect behavioral change. Taking condom use as a key exemplar, we will look at how Ethiopian youth narrate their own sexual experiences, conduct, and practices. Deeply informed by the work of Pierre Bourdieu, we look to open new ‘thinking tools’ for a range of actors addressing this global pandemic in situated contexts. In particular, we challenge the ‘pedagogical subject’ – a subject lacking key information – interpolated into many of these policies. We highlight, instead, new disjunctures between emergent discourses around sex and sexuality as well as long‐standing, conservative attitudes toward gender. 相似文献
5.
T. J. Jourian 《The Educational forum》2015,79(4):459-474
AbstractHigher 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
6.
Ruth Neustifter Markie L.C. Blumer Jessica O'Reilly Francisco Ramirez 《Sex education》2015,15(5):540-552
The literature on the impact of entertainment media on sex education is typically pathology-focused, unclear regarding the effects of such usage, and void of dialogue between those who actually work in the areas of sexuality education and entertainment. To address this gap, this paper is the product of joint authorship between media figures from varied sexually-focused programming fields and academics who teach and conduct research in the areas of sexuality and relational health. The authors focus on the role that various forms of entertainment media play in educating members of the public and college classrooms in the areas of sex and sexuality. Additionally, examples of the inclusion of entertainment media in educational contexts are discussed. 相似文献
7.
Cyndi Darnell 《Sex education》2015,15(5):515-527
For most of us, sex is a subjective, lived experience that is as unique as our genetic make-up, our upbringing, our thoughts, values, feelings, beliefs and ideas. It is through our erotic interactions, or the absence thereof, that we form aspects of our fluid and mutable erotic paths and identities. Despite the proliferation of sexual imagery throughout our culture, many of us still struggle with what sex means to us, what we do, how we experience it and what that says about who we are as people. Some who struggle with this may seek the services of a psychosexual sex therapist. This paper aims to explain how such services function, why they are necessary and how the use of sexually explicit material, in some psychosexual therapeutic contexts, can help unravel the mixed responses we have to sex and our social conditioning, and enhance our overall relationship to eroticism, pleasure and general well-being. 相似文献
8.
Shereen C. Naser Katherine Clonan-Roy Kimberly A. Fuller Elizabeth A. Goncy Nicole Wolf 《Psychology in the schools》2022,59(1):34-50
The purpose of this study is to describe the experiences of lesbian, gay, bisexual, transgender, questioning, intersex, two spirit, and queer (LGBTQ+) youth with school-based sexuality education (SBSE), as well as to document strategies LGBTQ+ youth are using to address their evolving and specific sexual health needs outside of SBSE. Researchers conducted focus groups with 17 adolescents (ages 14–18) from urban and suburban Midwestern cities. Results of this study indicate LGBTQ+ youth find SBSE to be heteronormative, cisgender focused, and primarily focused on pregnancy and disease prevention, which contributes to LGBTQ+ youth experiences of exclusion. In response to SBSE that did not meet student needs, participants reported seeking sexual health information outside of SBSE. Other sources included family and other trusted adults, the Internet, and community resource centers. Students reported variable rates of use and trustworthiness across these resources. Results of this study suggest that school personnel should consider alternatives to traditional SBSE models to meet the needs of LGBTQ+ youth, and that an important part of SBSE should include guidelines for Internet safety. 相似文献
9.
Domestic violence (DV) in adult and young people's intimate partner relationships is a social and public health problem across the globe. Education can play an important and unique role in addressing DV; however, it remains relatively under-investigated. The aim of this qualitative study set in Northern Ireland, the first of its kind, was to explore young people's views and experiences of DV education. Focus groups were conducted with 188 pupils (97 males and 91 females) aged 16 to 18 attending post-primary school. The data were analysed using thematic analysis and reveal five barriers to DV education: (1) absence of DV teaching and learning; (2) DV is a taboo topic; (3) lack of teacher training and expertise on DV; (4) religious influence; (5) prioritisation of academic achievement over pupil wellbeing. The results demonstrate that changes are needed in schools to improve the role of schools in addressing DV. From this qualitative study, we make recommendations for how school-based DV education may help prevent and protect young people against intimate partner violence. 相似文献
10.
Youth empowerment is the main goal of sex education according to Dutch Government and NGO policies. Academics from different disciplines have argued, however, that the ideal of empowerment through education is problematic, because of the unequal power relations implicated in educational practices. Building on one-and-a-half years of online and offline ethnographic fieldwork among Dutch youth, this article argues that Dutch sex educational policies inhibit rather than encourage young people’s empowerment by allowing only a limited number of sexual knowledge building practices to thrive while making others nearly impossible. In order to facilitate young people’s empowerment, policies should aim to create space for young people to develop their own themes and priorities, to offer a multitude of perspectives, to set the pace and to use different strategies for sexual knowledge building, including learning by doing and online learning. This requires a cultural shift that involves both an openness to young people’s experimentation, and a change in existing power hierarchies based on age. 相似文献