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1.
Notions of ‘participation’ in sexuality education has gained considerable traction in recent years – with participation being regarded as a fundamental right and a critical means to empower young people. However, the notion has increasingly been subject of debate, with critics problematising the manner in which participation is operationalised, and questioning the assumed impact of participation in relation to sexuality education goals. This paper contributes to these debates by examining the under-researched gendered dimensions of participation of young people in sexuality education. It utilises data from a qualitative study conducted in 2015 on young women and men’s (10–15 years old) perceptions of their participation in the dance4life programme, an in-school sexuality education programme in Jinja district in eastern Uganda. The paper highlights subtle but important differences between young men and women’s participation in the programme, which are arguably reflective of existing gendered hierarchies. We conclude by providing recommendations on how to address gender differences in participation. 相似文献
2.
Caroline Claussen 《Sex education》2019,19(2):115-129
Young people’s sexual health is a significant concern to parents, educators, health professionals and policy makers in Canada. However, challenges exist with respect to the nature of school-based sexual health education content and mode of delivery. These include the lack of attention paid to the impact of gender ideologies on the development and expression of youth sexuality, and the tendency to exclude boys and young men by focusing primarily on the sexual and reproductive needs of girls and young women. This article discusses findings from a participant observation and focus group study conducted with the facilitators of WiseGuyz, a school-based sexual health and healthy relationship programme, which involves boys aged 13–15 years in Calgary, Alberta. Findings suggest that the process of facilitation is as important as curriculum content in securing positive outcomes for young men. Implications for school-based sexual health education and further research in this area are discussed. 相似文献
3.
Molly Secor-Turner Brandy A. Randall Katie Christensen Amy Jacobson Migdalia Loyola Meléndez 《Sex education》2017,17(5):544-554
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
4.
This paper describes a novel qualitative study that identified the concerns of young people about sex through a talk‐back segment from 2002 to 2004 on an Australian national radio popular music programme targeting 15–24 year olds. Two hundred and thirty‐one unsolicited callers (150 female and 81 male) went to air over the study period, and 212 (92%) of these asked questions relating to sexuality and sexual health. Content analysis was used to categorise the verbatim data. Four categories were identified: sexual development; sexual and reproductive health, sexual relationship issues and sexual practices. The findings suggest that young people have a wide range of concerns, many of which are very explicit. An important finding was the high proportion of questions related to concerns over relationships. The overall implication for health educators and professionals is that a broader approach to sex education is warranted. 相似文献
5.
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
6.
ABSTRACTSouth African schools are tasked with providing sexuality education through the Life Orientation curriculum as a means of challenging continued high rates of HIV, unwanted pregnancy and gender-based violence. While in theory schools are well positioned to provide appropriate knowledge for reproductive health and navigating sexual challenges within a gender justice framework, research on sexuality education in South African schools indicates that this is not the reality in practice. This paper draws on a growing body of qualitative studies, with both educators and learners in South African schools, to understand the issues undermining the goal of a critical and social justice pedagogy of sexuality in Life Orientation classrooms. We argue that sexuality education has been deployed to regulate and discipline young sexualities, reinforce and perpetuate gender binarisms and heteronormativity, re-establish global northern family values of the nuclear family within a pro-family discourse, and represent continued assumptions of adult authority in a civilising mission over young people. We suggest that the failure to make critical use of Life Orientation is linked to the dominance of ‘expert’-based didactic pedagogy, and argue the possibilities of sexuality education as a productive space for young people’s active participation and agency in making meaning of gender and sexualities. 相似文献
7.
Good-quality sexuality education can be effective in reducing sexual health risks, but may also be disconnected from the lived realities of learners’ lives and reinforce gendered stereotypes. In line with the trend towards ‘empowerment’ in and through sexuality education, we implemented a pilot sexuality intervention with Grade 10 participants following a rigorous consultation process. Nine weekly group dialogues were held with 11 participants, with 2 follow-up sessions the next year. Freirian principles of critical consciousness and dialogical pedagogy, infused with discursive psychological understandings, were used to foreground gendered/sexual norms and to provide recognition for participants in a variety of gendered and sexual subject positions. Sessions were recorded, the facilitator kept a diary, and participants were asked to evaluate the intervention. The dialogical format of the group generated curiosity and engagement, and some participants took up a ‘responsible’ sexual subject position in a reflexive manner. A partial normalisation of some ‘hidden’ aspects of sex was enabled, and critical consciousness around some gendered inequities was promoted. We argue, first, that it is not so much sexuality education that young people need, but sexuality dialogues, and second, that a discursive psychology framework provides a nuanced and fruitful dimension to Freirean inspired ‘empowerment’ sexuality interventions. 相似文献
8.
Julia Bahner 《Sex education》2018,18(6):640-654
This paper analyses sexuality and relationship education (SRE) in a Swedish college programme aimed at young people with mobility impairments. Interviews and focus groups were conducted to explore students’ experiences of the structure, content and usefulness of SRE, and college personnel’s SRE practices. Results show that, although many of the issues covered are pertinent for all young people, being disabled raises additional concerns: for example how to handle de-sexualising attitudes, possible sexual practices, and how reliance on assistance impacts upon privacy. Crip theory is used as an analytical framework to identify, challenge and politicise sexual norms and practices. Students’ experiences of living in a disablist, heteronormative society can be used as resources for developing cripistemologies, which challenge the private/public binary that often de-legitimises learners’ experiences and separates them from teachers’ ‘proper’ knowledge production. Crip SRE would likely hold benefits for non-disabled pupils as well, through its use of more inclusive pedagogy and in work to expand sexual possibilities. Crip SRE has the potential to disrupt taken-for-granted dis/ability and sexuality divides as well as to politicise issues that many young people presently experience as ‘personal shortcomings’. 相似文献
9.
10.
Louisa Allen 《Gender and education》2008,20(5):435-450
Are young women and men’s preferences for sexuality education content poles apart? This article explores gender differences in senior school students’ suggestions for issues sexuality education should cover. Findings are analysed in relation to debate about mixed and single sex classrooms and boys’ perceived disinterest in lessons. It is argued that young women and men’s content preferences were largely similar on items that a majority selected for inclusion. Topics less than half of participants named revealed a greater number of gender differences. Employing theoretical insights from feminist post‐structuralism, responses are also examined for how they position young people as sexual subjects and whether these conform to or deviate from perceptions of ‘conventional heterosexualities’. This examination enables an understanding of how young people view themselves as sexual and whether this matches their constitution within sexuality programmes. The implications of students’ content preferences and the way these position them as sexual subjects are considered for the possibilities they present for programme design and delivery. 相似文献
11.
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
12.
Natalie C. Browes 《Sex education》2013,13(6):655-670
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
13.
This paper reports on an evaluation of a drama‐based Healthy Relationships programme on domestic violence delivered on a pilot basis to Year 8 pupils. The programme included a play delivered by a local theatre‐in‐education company followed by a series of weekly workshops. Eighty‐five pupils in a secondary school located in an area with high rates of social exclusion participated in the programme and the evaluation. Pupils completed questionnaires immediately before and after the programme and one year after the programme had finished. Thirteen pupils also took part in gendered discussion groups, which considered their views and opinions concerning the play and the workshops. The evaluation indicated that the programme was successful in enhancing pupils' understandings of domestic violence up to one year after delivery. Pupils responded well to the use of drama as a medium for learning, and some young people were able to demonstrate that they had developed positive ideas about healthy relationships. However, there was evidence of uncertainly for some young people with regard to the gendered nature of domestic violence following the programme. The discussion highlights this issue and identifies additional recommendations for both future research and future programmes. 相似文献
14.
While much research has documented unsatisfactory sexual and reproductive health (SRH) awareness among young people in South Africa, understanding of gender differences in access to and evaluation of SRH information is limited. This paper concerned itself with men and women's informal sources and content of SRH, and gendered divergences around accessibility, evaluation, and impact of such information. Fifty sexual history narrative interviews and twenty-five narrative interviews with women were conducted with participants purposively sampled from a range of ages, cultural and racial backgrounds, and in urban and rural sites across five provinces in South Africa. Data were analysed using thematic analysis. While young women were more likely to learn about SRH information from family members, they also reported greater regulation concerning their sexuality. This could enhance stigma surrounding women's sexuality and hinder open communication. Men predominantly learned about sex through pornography and peers, which was reported to encourage sexual prowess to the neglect of practising safer sex. Lack of adequate SRH instruction for young people as revealed through the narratives had significant and often negative implications for men and women's early safer sex behaviours. In response to these insights, recommendations are offered to strengthen informal sources of SRH awareness. 相似文献
15.
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
16.
The Ugandan government has been criticised on several grounds for its abstinence-only policies on sexuality education directed towards young people. These grounds include the failure to recognise the multiple realities faced by young people, some of whom may already be sexually active. In the study reported on this paper, students’ perceptions of relationships and sexual practices were analysed to obtain an understanding of how young people construct and negotiate their sexual agency in the context of abstinence-only messages provided in Ugandan secondary schools and at the wider community level. Ten in-depth interviews and six focus group discussions were conducted with students aged 15–19 years (N = 55) at an urban co-educational secondary school. Data were transcribed verbatim and analysed using grounded theory. Findings show that students engage in sexual activity despite their belief that contraception is ineffective and their fears for the consequences. Students’ age, gender, financial capital and perceived sexual desire further increase risk and vulnerability. To improve their effectiveness, school-based sexuality education programmes should support students to challenge and negotiate structural factors such as gender roles and sociocultural norms that influence sexual practices and increase vulnerability and risk. 相似文献
17.
Young people between the ages of 10 and 19 make up 23% of Pakistan's population. In Pakistan, young people face many challenges in terms of sexual and reproductive health (SRH) issues. These include early marriage and pregnancy, low use of contraception, use of unsafe abortion, lack of relevant information and poor knowledge about bodily development including puberty and menstruation, sexuality, reproduction and HIV. This paper examines the scale-up of a rights-based, life skills-based education programme during the period from 2004 until 2013, which included comprehensive education about SRH issues. The programme was introduced by Rutgers WPF Pakistan in a total of 1188 schools. Introduction and scale-up were made possible by a combination of attributes among the organisations leading the development of the programme and the users. The main challenge, which related to the conservative operating environment in which the programme was first introduced, was addressed through a multiplicity of media and advocacy activities in the community, among parents, and by involving teachers, school administrators, district education departments and Muslim scholars in the development and review of the curriculum. The scale-up of a comprehensive sexuality education programme that targets young people in a conservative Muslim country is possible when there is careful curriculum design and materials and approaches are developed in close collaboration with key stakeholders. 相似文献
18.
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
19.
Louisa Allen 《British Educational Research Journal》2007,33(2):221-234
This article examines some of the discourses and practices through which schools produce and regulate student sexual identities. It suggests that schools' ‘official culture’ can be seen as a discursive strategy which identifies a preferred student subject that is ‘non‐sexual’. This preference is communicated through the contradictory nature of discourses and practices which constitute ‘official school culture’ around student sexuality. These discourses work to simultaneously acknowledge student sexuality and position young people as ‘childlike’. Through the tension created by these contradictory positionings, schools can be seen to undermine the kind of sexual agency that young people might access to support their sexual well‐being. It is concluded that schools' deployment of discourses around sexuality produces student sexual positionings that may in fact dilute sexuality education's ‘effectiveness’ (in terms of the production of sexually responsible citizens). 相似文献
20.
AbstractAlthough social acceptance of gender and sexuality diversity is growing in Australian society, in schools, visibility and inclusion of knowledge pertaining to those who are gender- and/or sexuality-diverse, such as lesbians, gay men and transgender people, remain marginalised. This may be due, in part, to a belief that parents are opposed to such content inclusions in their children’s education; yet, virtually no Australian research supports this belief nor have parental perspectives on gender and sexuality diversity inclusion been specifically examined. This paper draws on a broader research study that examined New South Wales parents’ perceptions about the visibility of gender and sexuality diversity and the inclusion or exclusion of related content in school curriculum. It focuses on one particular focus group comprised of only mothers who lived in a specific enclave of Sydney known for its gender and sexuality diversity. The discussion highlights their awareness of gender and sexuality diversity and the dynamics surrounding it; and their perceptions of local school approaches to, and limitations around, gender and sexuality diversity in school curricula, policy and practices, despite potential support for it. 相似文献