共查询到20条相似文献，搜索用时 15 毫秒
1.
《比较教育学》2012,48(1):41-56
Youth-sensitive policies are gradually gaining recognition in Africa. The release of the recent publication Children in Ghana by the Ministry of Women and Children's Affairs (MOWAC) and UNICEF-Ghana attests to the value the country places on young people's perspectives. Guided by Richardson's conceptual framework on sexual citizenship, this paper draws on four sets of focus group discussions, informal conversations and interviews with 24 young people aged between 14 and 19 (seven young men and 17 young women), all of whom were living on the streets of a city in Ghana. It shows how young people navigate sexuality in a context of poverty and in an era of HIV/AIDS. It argues that the young women's demonstration of a sense of agency, evident in the midst of violence and insecurity, contradicts the notion of childhood sexual innocence. These experiences challenge the view that human rights and sex education are sufficient strategies to address young people's transitions to a safe adulthood within impoverished contexts. 相似文献
2.
Heather D. Blunt-Vinti Sarah E. Stokowski Brooke M. Bouza 《American journal of sexuality education》2018,13(2):245-265
Sexual satisfaction is an important component of sexuality, yet rarely discussed in sexuality education. In an effort to better understand young adult women's experiences and thoughts about sexual pleasure and satisfaction, we conducted interviews with heterosexual young women (N = 30, ages 18–25) attending college, asking their recommendations on how to improve women's sexual satisfaction. Two coders utilized grounded theory-based thematic analysis, which revealed three dominant themes: communication with sexual partners, sexual self-awareness and acceptance, and sources of information and education. All three themes fit broadly under women's sexual agency and societal acceptance of women's sexuality. Themes are discussed in relation to their applicability to sexuality education. 相似文献
3.
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
4.
This study investigated the attitudes of 43 teachers and school administrators towards sex education, young people's sexuality and their communities in 19 secondary schools in rural KwaZulu-Natal, South Africa, and how these attitudes affect school-based HIV prevention and sex education. In interviews, teachers expressed judgemental attitudes towards young people's sexuality and pregnant students, and focused on girls' perceived irresponsible behaviour instead of strategies to minimise HIV risk. Despite general awareness of the HIV epidemic, few teachers perceived it as an immediate threat, and teachers' own HIV risk was infrequently acknowledged. Teachers perceived themselves to have higher personal standards and moral authority than members of the communities and schools they served. Male administrators' authority to determine school policies and teachers' attitudes towards sexuality fundamentally affect the content and delivery of school-based sexuality education and HIV prevention activities. Opportunities to create a supportive educational environment for students and for female teachers are frequently missed. Improving teachers' efficacy to deliver impartial, non-judgemental and accurate information about sex and HIV is essential, as are efforts to acknowledge and address their own HIV risks. 相似文献
5.
Ilse Johanna Elisabeth Flink Solange Marie Odile Mbaye Simon Richard Baye Diouf Sophie Baumgartner Pinar Okur 《Sex education》2018,18(1):32-46
This study identifies lessons learned from a collaboration between a child telephone helpline and sexual and reproductive health and rights (SRHR) organisations in Senegal established in the context of an SRHR programme for young people. We assessed how helpline operators are equipped to address sexual health and rights issues with young people, what the relevant skills of operators are, and to what extent referral to sexual and reproductive health (SRH) service providers took place. A documentary review, a vignette study and interviews with six key informants and all seven operators took place. The collaboration led to promising initiatives, such as the provision of SRH training, the exchange of staff, referral to SRH service providers. However, the counselling advice provided by operators was not always in line with the rights-based approach and responses were influenced by underlying norms concerning young people’s sexuality. Additionally, concerns about confidentiality were noted. The collaboration was an innovative attempt to respond to young people’s limited access to SRHR information and services but there is a need for more in-depth training of helpline operator’s skills and the development of a standardised rights-based counselling manual. 相似文献
6.
7.
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
8.
Marianne Cense 《Sex education》2019,19(3):263-276
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
9.
Although schools have been identified as important settings in which young people's sexual and reproductive health (SRH) can be promoted, there has been limited research into the role of teachers in delivering sex education programmes. This paper describes findings from a qualitative study of teachers' beliefs and attitudes towards young people's SRH in a Ugandan secondary school, and discusses the ways in which conservative attitudes to young people's sexual activity and an adherence to gender stereotypes can limit students' access to SRH information and services. Teachers' attitudes, beliefs and often superstitions relating to young people's sexual activity inevitably affect the content and nature of school-based sex education. Findings from this preliminary study suggest that, rather than assuming teachers act as neutral delivery mechanisms in schools, these attitudes and beliefs must be taken into consideration and addressed in the development of school-based sex education programmes. 相似文献
10.
How well do young people understand their developing sexuality and what this means? This paper reports on findings from the Our Lives: Culture, Context and Risk project, which investigated sexual behaviour and decision-making in the context of the everyday life experience and aspirations of Indigenous and non-Indigenous young people (16–25 years) in the Northern Territory, Western Australia and in South Australia. Using qualitative data, this paper focuses on what participating young people thought was necessary to improve the quality of sexuality education. Participants suggest that current forms of sexuality education are too clinical, didactic and unengaging, and are missing in relevant content. Young people requested more information on relationships, first sexual experiences and negotiating condom use. These requests indicate that young people realise that they need more knowledge in order to have healthy relationships, which conflicts with the popular belief that providing young people with open, honest information around sex will encourage them to have sex or increase sexual risk taking. Making sexuality education more of a priority and listening to the needs of young people could be a positive step towards improving sexual health and well-being. 相似文献
11.
The objective of this study was to describe prevalent informal sources of information about sex and examine associations between informal sources of information about sex and sexual risk outcomes among sexually experienced adolescents. Work involved the secondary analysis of data from the Minnesota Student Survey, a statewide survey to monitor priority risk and protective health behaviors. The study sample included 22,828 sexually experienced adolescents aged 13–20 years. Multivariate logistic regression analyses examined associations between adolescents' informal sources of information about sex and three sexual risk outcomes. Peers and siblings were the most commonly reported source of information about sex. Ninth-graders who reported parents or parents plus peers/siblings as a source of information about sex had significantly lower odds of having multiple sex partners in the past year. Ninth-graders who reported any informal source of information about sex had significantly lower odds of unprotected intercourse at last sex. Ninth-graders and 12th-graders who reported any informal source of information about sex had significantly lower odds of lifetime pregnancy involvement. Findings suggest information about sex from people in adolescents' everyday lives has the potential to diminish the likelihood of involvement in sexual risk behaviors. To maximize effectiveness, formal sex education programs should engage informal sources of information about sex in adolescents' everyday lives. 相似文献
12.
Sex education is the cornerstone on which most HIV/AIDS prevention programmes rest and since the adoption of Outcomes-Based Education (OBE), has become a compulsory part of the South African school curriculum through the Life Orientation learning area. However, while much focus has been on providing young people with accurate and frank information about safe sex, this paper questions whether school-based programmes sufficiently support the needs of young people. This paper is based on a desk-review of the literature on sex and sexuality education and examines it in relation to the South African educational context and policies. It poses three questions: (a) what do youth need from sexuality education? (b) Is school an appropriate environment for sex education? (c) If so, what can be said about the content of sex education as well as pedagogy surrounding it? Through reviewing the literature this paper critically engages with education on sex and sexuality in South Africa and will argue that in order to effectively meet the needs of youth, the content of sexual health programmes needs to span the whole spectrum of discourses, from disease to desire. Within this spectrum, youth should be constructed as “knowers” as opposed to innocent in relation to sex. How youth are taught as well as how their own knowledge and experience is positioned in the classroom is as important as content in ensuring that youth avoid negative sexual health outcomes. 相似文献
13.
Bianca Fileborn Anthony Lyons Sharron Hinchliff Graham Brown Wendy Heywood Victor Minichiello 《Sex education》2017,17(2):165-179
This paper examines the preferred sexuality education sources of older Australian adults in later life. Drawing on findings from qualitative interviews with 30 men and 23 women aged 60 years and older, we consider the sources that participants currently use, or would like to use, in seeking information about sex. Where relevant, we examine participants’ experiences of learning about sex in later life using different sources, and the impact these had on their sexual expression, pleasure and well-being. Preferred sources of information include the Internet, the media, health care providers, books and workshops or discussion groups. A substantial number of participants did not actively seek information on sex. For those who had, these educational endeavours could profoundly shape their sexual practices. As such, learning about sex should be viewed as a lifelong endeavour. Our findings carry important implications for the development and delivery of sexuality education for older adults. 相似文献
14.
This paper focuses on young men's views on the school sex education they have received, the influence of this sex education on their intended or actual behaviour, and the extent to which other sources of information complement or supplement school sex education. Thirty‐five in‐depth interviews and eight group discussions were conducted with male pupils from six schools in the east of Scotland. Most of those interviewed did cite school as a useful source in learning about sex. The most commonly named highlights were learning more about what girls think about sexual matters and learning how to use a condom. Nine described how something they had learned in school sex education had changed the way they had behaved in a sexual encounter. A further eight, who had not experienced sexual intercourse, talked about how they thought sex education would influence their behaviour in a positive way in the future. The most common criticism of sex education was that it was not explicit enough. Although friends and/or television were named by the majority of young men as useful, for most young men school sex education appeared to be the only substantive source of information they had received on sexual matters. 相似文献
15.
Mar Venegas 《Sex education》2013,13(5):573-584
Despite recent advances in sex and relationships education (SRE), the Spanish education system still lacks coherent policies in this field. This paper provides an overview of the current situation, focusing specifically on Andalusia, and discusses the importance of providing SRE for young people. It first describes current Spanish education policy on gender equality and shows how this leaves little space for SRE. It then presents data on young people's sexuality and relationships collected in the course of an action research project utilising different qualitative techniques. Data deriving from 27 in-depth interviews focusing on values, norms and practices relating to young people's sexuality and relationships, conducted in two secondary schools in Granada, Andalusia, are then analysed in order to identify the degree of gender equality present within them. The results suggest that in sexual relations young people tend uncritically to accept and reproduce many of the patriarchal dimensions of gender and sexuality. Findings highlight the importance of linking more closely SRE to gender equality education policies in Spain. 相似文献
16.
Parents can play an important role in reducing their children's risk for teenage pregnancy and sexually transmitted infections, and in promoting sexual health during adolescence. The purpose of this study was to explore communication between parents, family members and young people and how it influences their romantic and sexual behaviours. Semi-structured interviews were conducted with 28 African American, American Indian, Euro-American and Latina women aged 19–29 years. Findings clustered into five themes. First, mothers were often the primary source of reproductive education. Second, fathers provided valuable guidance, although they were not the first source of information. Third, parental expectations influenced young people's sexual behaviours both positively and negatively. Fourth, aunts, uncles and grandparents were trusted sources of advice for personal discussions. Fifth, over one-third of participants perceived that there was no adult available to them during their teenage years for discussions about romance. Sex educators can encourage and guide parents to discuss romantic and sexual issues with young people as a way to support their young people's healthy sexual and romantic behaviours. Health and sex educators should also identify young people lacking support and encourage stronger relationships with family including fathers and extended family members. 相似文献
17.
This paper explores the sexual and reproductive health (SRH) policy context and the realities facing in-school young people in Kenya. It is based on a review of the health and education sector policy documents as well as data from self-administered questionnaires with 3624 male and female students from eight secondary schools in Nairobi. Findings show that although the policies emphasise the right to access accurate SRH information, there are restrictions on the content of messages that can be provided to in-school young people. At the same time, students continue to be exposed to the risks of undesired SRH outcomes and quest for comprehensive SRH information. The findings suggest that as policy-makers, parents, teachers, civil and faith-based organisations debate about the value and content of sexuality education in schools, it is important to consider the views and experiences of students who are the intended beneficiaries of such education. 相似文献
18.
Paul Chappell 《Sex education》2016,16(4):405-417
Various health promotion strategies have been implemented in South Africa aiming to encourage young people to talk about issues of sexuality and HIV with their parents/caregivers. Although parent/caregiver sexual communication may be an effective method of influencing sexual behaviour and curbing the incidence of HIV, very little is known about how young people with disabilities in South Africa communicate about these traditionally difficult subjects with their parents/caregivers. Based on findings from a participatory study conducted amongst 15–20-year-old Zulu-speaking youth with physical and visual disabilities, this paper explores how they perceive youth–parent/caregiver communication about sexuality and HIV. Using Foucauldian discourse analysis, the paper outlines how disabled youth–parent/caregiver sexual communication is governed by cultural customs, sexual secrecy and constructs of innocence. It also argues that the experiences and perceptions of young people with disabilities are critical to the development of future interventions to assist parents/caregivers develop communication strategies that help disabled young people make sense of sexual behaviour. 相似文献
19.
Erin Connell 《Sex education》2013,13(3):253-268
Danger and pleasure are terms commonly employed to describe women's sexual experiences, including those of young women. This paper explores how young women's sexual danger and pleasure are represented and characterized in official discourses, specifically those of school‐based sexuality education. Drawing on Michelle Fine's four major discourses of sexuality education, this paper uses the Ontario Curriculum and its companion Course Profiles to analyze school‐based sexuality education in Ontario, Canada. This paper describes how the discourses of victimization and individual morality dominate in the curriculum while the discourse of desire is largely absent. Because there is considerable emphasis on danger/victimization and insufficient attention paid to pleasure/desire, the paper concludes by describing how a discourse of desire might be included in sexuality education curriculum. 相似文献
20.
This paper explores some of the difficulties of doing research concerning young people’s use of online sexually explicit materials in three high schools in South Africa. Against the backdrop of young people’s sexual agency, we elaborate on the ways in which getting permission to conduct the research unsettled gatekeepers, as research on young people’s use of such materials remains taboo. Anxieties related to conducting school-based sexuality research, particularly with pornographic elements, stem from understandings that sex is a forbidden topic. During the course of seeking participants for our study, we found that the majority of boys in one school refused to participate. We argue that this was because online network sites were regulated and censored by the school, specifically those related to sexually explicit material, with punitive consequences for their use. Sexuality researchers operate in conditions of increased surveillance and we give attention to the difficulties of the researcher in school-based research. The need to conduct research into young people’s use of sexually explicit online materials is acute but needs to be supported by policy frameworks that foreground the specific conditions and challenges that researchers may face in a country such as South Africa. 相似文献