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1.
In 2015, the New Zealand Ministry of Education released a new curriculum policy document for sexuality education in all schools – Sexuality Education: A Guide for Boards of Trustees, Principals and Teachers. This policy is a rare international example of a curriculum document that explicitly values diversity, promotes inclusive school environments, and approaches sexuality education as an area of study (rather than a health promotion intervention). Since its release, the document has, however, gained little attention either of a scholarly nature or in terms of dedicated implementation in schools. One exception is a recent article in this journal by Sarah Garland-Levett, which raises some interesting and important concerns about the possibilities of such policy documents. I follow her lead here and continue the discussion about the place and potential of progressive sexuality education policy, and offer some thoughts about the content and intentions of this text.  相似文献   

2.
Wenli Liu  Yufen Su 《Sex education》2014,14(5):568-581
In May 2007, Beijing Normal University launched a programme of school-based sexuality education for migrant children in Xingzhi Primary School in Beijing. Over the past seven years, the project team has developed a school-based sexuality education curriculum using the International Technical Guidance on Sexuality Education published by UNESCO. The team has developed 12 volumes of textbooks for grades 1–6; trained teachers to deliver sexuality education using participatory teaching methods; and involved parents in the sexuality education process. The first group of migrant students to receive the full 6 years of sexuality education graduated in June 2013. Sexuality education in schools is gaining increasing attention and help from many sectors of Chinese society.  相似文献   

3.
Sexuality education programs can be broadly categorized as either risk-avoidance or risk-reduction approaches. Health educators in Utah public schools must teach a state mandated risk-avoidance curriculum which prohibits the advocacy or encouragement of contraception. Multiple national surveys indicate that parents prefer a risk-reduction approach to sexuality education that promotes abstinence and the use of condoms or contraception for prevention of unwanted pregnancy and sexually transmitted infection. To date, no survey of Utah parents has been conducted.

This study utilized an Internet survey to gather data from 344 Utah parents to analyze their preferences regarding school-based sexuality education, sexuality topics, and support for objectives from the National Sexuality Education Standards. The vast majority of Utah parents surveyed support a risk-reduction approach to sexuality education, a wide variety of sexuality topics, and the majority of National Sexuality Education Standards. Statistically significant differences were identified by parents’ education, income, attendance at religious services, and political affiliation. Results support that Utah laws and education policies should be reexamined to provide for instruction that aligns with professional recommendations, best-practice recommendations based on peer-reviewed research, parental attitudes, and the needs of Utah teens.  相似文献   

4.
The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low.  相似文献   

5.
Background: Teenagers need information about their changing bodies. Many young people do not receive adequate or accurate puberty/sexuality education from their parents or school, so many teenagers are going online to have their sexuality questions answered.

Purpose: This research examines teenagers’ web questions on sexuality, and an example of the puberty and sexuality education content that some may learn in school. It looks for evidence of heteronormative conceptualisations of gender and sexuality, using a theoretical framework based on the Four Discourses of Sexuality Education.

Sample: This includes the web questions (n = 200) of an evenly gendered sample of 13–15‐year-old students (n = 180) from four English-speaking nations, namely UK, USA, Canada and Australia, selected from a reputable puberty/sexuality education site, and, for comparison, an example of an age-representative public school Health and Physical Education (HPE) puberty/sexuality education curriculum.

Method: A gendered and narrative-thematic Content Analysis was undertaken, using the Four Discourses theoretical framework, on the students’ sexuality web questions, and also on the school HPE curriculum.

Results: The discourse of Victimisation was evident in nearly half of all students’ web questions, and over a third of the HPE curriculum. The discourse of Individual Morality was present in a quarter of both students’ questions and the curriculum, while the discourse of Desire was evidenced in a fifth of students’ questions and almost a third of curriculum content. Somewhat surprisingly, the discourse of Violence was present in 9% of exclusively female students’ web questions, and in 12% of the curriculum.

Conclusion: It is recommended that the sampled HPE curriculum, and similar curricula in these sampled students’ countries, need explicitly to address gender differences in students’ metacognition and conceptualisations of puberty and sexuality. This may enable students to embrace their entitlement to sexual subjectivity, in education and across the lifespan, thus helping to ensure students’ healthy, positive and purposeful life outcomes.  相似文献   

6.
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   

7.
Background: Teachers of sexuality education can often be uncertain about what theoretical basis and pedagogical strategies to use in their teaching. Sexuality educational programmes designed by teachers can often show few evident theoretical principles that have been applied in its construction. Thus, there seems to be a dearth of evidence of ways in which teachers can use appropriate theoretical foundations in their planning and teaching in sexuality education.

Purpose: This paper aims to suggest a way of providing such an appropriate theoretical framework for sexuality education teachers of young people aged 7–15 years of age.

Analysis: Age-appropriate primary and middle school pedagogies based on two integrated educational theories, namely Anderson and Krathwohl's theoretical framework of learning and teaching, with Verbal Linguistic Intelligence from Gardner's Multiple Intelligences, were analysed and evaluated. Key considerations were the earlier maturing of girls and boys, findings from relevant literature about children and young people's cognitive capacities, as well as the relevance of curriculum content for upper primary and middle school students, and the concomitant need for better and earlier sexuality education.

Conclusion: This approach, integrating Anderson and Krathwohl's theoretical framework of learning and teaching, with Gardner's Multiple Verbal Linguistic Intelligence, may be useful to assist health and sexuality education teachers in identifying and anchoring pedagogies in a more theoretically structured manner, thereby enhancing the quality of their sexuality education planning and teaching.  相似文献   

8.
随着欧洲各国对性教育重要性认识的提高,加之欧洲各国性教育发展水平不一致,性教育标准多样,无统一的标准,不利于各国相互借鉴以改善性教育。鉴于此,世界卫生组织欧洲区域办事处和联邦健康教育中心于2010年联合制定了欧洲性教育标准。该标准从信息、技能、态度三个方面对6个年龄段的性教育制定具体的内容。该标准首次引入全面性教育(holistic sexuality education),重新定义了性教育年龄段,丰富了性教育的内容,并强调各个年龄段前后衔接。欧洲性教育标准值得借鉴,中国今后在性教育方面应摒弃传统性教育观念、倡导"全面性教育",注重学校性教育内容的广泛性与实用性,以一种积极、整体的方式讲授关于性健康和预防性侵犯的知识,并注重培养高尚的性道德,树立正确的性价值观。  相似文献   

9.
ABSTRACT

This article examines the views of male and female learners regarding how Life Orientation (LO) sexuality education is taught at their schools. Learners in the study were selected from five former ‘Black’ schools in the Eastern and Western Cape Provinces of South Africa. Focus groups were used to identify what learners could recall about their LO sexuality education classes. The strong trend in the data speaks to how LO sexuality education implies a gendered, heteronormative and moralistic approach to youth sexuality which silences and negates same sex relationships and girls’ accounts of sexuality. Although LO sexuality curricula are, as crafted on paper, often sophisticated learning programmes, participants point to a disjuncture between the official LO sexuality education curriculum and how LO sexuality education is taught in the studied schools. The paper concludes with some specific recommendations for teachers to promote a non-judgemental approach to sexuality education that challenges heteronormativity and other gendered injustices as part of the teaching of LO sexuality education.  相似文献   

10.
Sexuality is something that children experience from an early age. It may be a cause of individual concern and anxiety, but is seldom, if ever, deconstructed at any stage of a child's education. Institutionalized fear and misunderstandings of Section 28 (1988) have effectively removed discussion of sexuality, homosexual or otherwise, from the English school curriculum. This structural silence on sexuality is all too frequently repeated at home. In this article I interrogate how children from lesbian parent households ‘learn’ about sexuality, looking at the effects of their parents' (homo)sexual orientation on their ‘sexuality education’. I consider how sex education is taught in schools; what children traditionally ‘learn’ about sexuality. I then look at whether sexuality education is any different for children from lesbian parent families; whether these children have greater sexuality knowledge, and, if so, how this has been ‘learnt’. I suggest that it may be the ambient presence of sexuality—as both a topic of conversation and mothers' unspoken sexual identity—that means lesbian parent families offer a distinctive form of sexuality education. This article draws on empirical research on sexuality and lesbian parent families with lesbian parent families who lived in the Yorkshire region, UK.  相似文献   

11.
The World Health Organization Regional Office for Europe (WHO EURO) and the German Federal Centre for Health Education (BZgA) published the Standards for Sexuality Education in Europe in 2010. The standards were developed to provide an overview of those sexuality education issues that should be addressed in school at various specific age levels. They were intended to guarantee that sexuality education teaching is age-appropriate and of uniformly good quality throughout Europe. In the context of the present survey, Austrian teachers and parents or guardians were asked about the importance of the topics covered by the WHO standards and about any aspects they would like to see for such sexuality education to be successful. The paper concludes that parents and teachers agree on the sexuality education topics they find important for coverage in Austrian primary schools, although teachers find sexuality education in general to be of greater importance than do parents. Teacher’ wishes for sexuality education in practice correlate highly with parents’ ideas of quality. Overall, qualifications and support for work in this field are viewed as essential, with survey respondents perceiving the need for high-quality initial training and continuing education and appropriate frameworks for implementation in school.  相似文献   

12.
While debates about adolescent sexuality education persist in the United States, little attention has been paid to adult sexuality education. Research suggests that teachable moments may be present in interactions between adult bookstore employees and the consumers who shop at these venues. The purpose of this study was to explore the potential for in-home sex-toy parties as an avenue for adult sexuality education for women. A total of 1197 women who facilitate in-home sex-toy parties for a large US-based company completed an online questionnaire related to their experiences facilitating these parties. As part of this larger survey, participants reported in an open-ended question the three most commonly asked questions they received when facilitating a party in the previous three months. Questions reported (n = 3149) were analyzed for commonalities using qualitative methods. Resulting themes were then compared with Sexuality Information and Education Council of the United States (SIECUS) guidelines for comprehensive sexuality education to assess the potential for teachable moments at the events. Of the 36 topical areas identified by SIECUS, 31 areas were represented in questions reported by consultants indicating a strong potential for teachable moments related to sexuality education. In-home sex-toy parties may provide an additional avenue through which to increase adult sexual literacy.  相似文献   

13.
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   

14.
Inspired by poststructuralist insights and the critical literature on the topic of school-based sexuality education, this paper is derived from a close examination of the Relationships and Sexuality Education (RSE) resource materials devised for teachers involved in delivering the programme in Irish schools. It seeks critically to uncover how students are expected to come to know themselves socially and sexually. It is argued that the liberal individualist discourse, which is very pronounced in the RSE discursive framework, promotes a narrow kind of sexual subjectivity, which obscures sexual pleasure and desire. Some suggestions are made as to how a discursive space might be created in the classroom in the interests of facilitating students’ exploration into how they can be sexual, safe and ethical in their relations and activities.  相似文献   

15.
Research suggests body image is related to sexual behaviors, which can impact sexual health across the lifespan. This paper aims to explain the necessity for including body image content in sexuality education to improve outcomes among girls. Our recommendations, supported by theory and empirical research include (a) an assessment of existing curricula; (b) designing new, theoretically-informed curricula; (c) using innovative technology in sex education; (d) rigorous evaluation of existing and new curricula; and (e) revising the National Sexuality Education Standards. These recommendations are discussed after providing the necessary background and rationale.  相似文献   

16.
Although studies have shown that patients want to receive sexual health services from their physicians, doctors often lack the knowledge and skills to discuss sexual health with their patients. There is little consistency among medical schools and residency programs in the United States regarding comprehensiveness of education on sexual health. Sexuality education in U.S. medical schools and residency programs is reviewed, highlighting schools that go beyond the national requirements for sexuality education. Increasing the amount of sexuality instruction provided for medical education and training, standardizing sexuality education requirements in medical school and residency programs, incorporating different learning models, establishing means of consistently assessing and evaluating sexuality knowledge and skills, and creating national certification standards for the practice of sexual medicine are recommended.  相似文献   

17.
This study aimed to develop and establish the efficacy of a life skills-based sexuality education programme for junior high school students that focused on prevention. A non-equivalent control-group pretest-posttest design was employed with 105 students in the first-year of junior high school participating. The experimental group received 10 sessions of a life skills-based sexuality education programme, and the control group received 10 sessions of the standard sexuality education, both provided during a home economics class. A comparison of the two groups’ post-test scores showed that the experimental group scored significantly higher than the control group on sexual and reproductive health related knowledge (F = 58.50, p < .001) and life-skills (F = 11.52, p = .007). In addition, the experimental group showed a larger improvement in self-management skills for sexual health than did the control group (F = 9.32, p = .003). A life skills-based sexuality education programme increased life skills levels, knowledge about sexuality and sexual and reproductive health, and helped participants identify appropriate behaviours when facing a sexually risky situation. Results highlight the value of including an evidence-based and practice-oriented life skills-based sexuality education programme in the formal curriculum of junior high schools in Korea.  相似文献   

18.
Previous research has documented a need for the development of a sex education programme in Turkish schools in terms of adolescence readiness and the presence of misconceptions regarding critical aspects of sexual issues. Currently no school‐based sex education is available for Turkish adolescents. This paper presents the development of a contemporary sex education programme for 12‐year‐old to 14‐year‐old adolescents, entitled ‘The Human Development Program for 12–14 Year Old Adolescents’. A five‐step programme development model was used including reviewing internationally recognised sex education programmes for this age group. Sexuality Information and Education Council of United States guidelines were chosen as an educational framework, and Turkish cultural values were integrated into the curriculum. The sex curriculum consists of an eight‐session interactive programme in which parental permission and involvement is required. Five units are presented: human development, relationships, sexual behaviour, sexual health, and society/culture. The programme and a related knowledge assessment tool were reviewed by a group of Turkish professionals and the validity of the educational content was received. The programme was piloted with a group of Turkish adolescents with positive results. Future recommendations include school counsellors implementing this sex educational programme into Turkish schools.  相似文献   

19.
Abstract

Comprehensive sexuality education (CSE), one of the key evidence-based strategies in our programmatic toolbox to address adolescent pregnancy and birth rates, remains a politically-charged issue countrywide. Though there is some funding available at the federal level, there are no national policies mandating the provision of sex education; as such, most decision-making occurs at the state or even the local level. Consequently, the provision of sex education and the quality and comprehensiveness of curricula used to do so are highly variable across the country, and are heavily influenced by the level of support or resistance in communities. This paper analyzes the experience of institutionalizing an evidence-based sex education in a large suburban school district in San Antonio, Texas, a socially conservative context. Understanding the politics of sex education is key to developing effective policies and strategies to ensure quality sex education programs are provided in public schools. However, there are no published papers documenting specific experiences with resistance to sex education in local communities in the USA. Given this, the strategies employed by opponents and the response by district officials can be informative for other school settings in the USA and around the world.

Abbreviations: AFLA: Adolescent Family Life Act; CHAMPSS: Choosing And Maintaining effective Programs for Sex education in Schools Model; CSE: Comprehensive sexuality education; DTL/RTL: Draw the Line/Respect the Line; HSAE: Human Sexuality and Abstinence Education, the middle school sex education curriculum in NEISD prior to 2008; NEISD: North East Independent School District; SAFA: San Antonio Family Association; SHAC: School health advisory council; STI: Sexually transmitted infection; TEC: Texas Education Code; TPIA: Texas Public Information Act; USA: United States of America; UTHSC: University of Texas Health Science Center  相似文献   

20.
This article discusses research undertaken with a group of ten adolescent school girls about their understandings and perceptions of sexual harassment. The research took place 2 years after the Department of Education, Queensland, had developed and disseminated its Sexual Harassment Policy and Grievance Procedures (1994). In a series of interviews, the research participants revealed their understandings of sexual harassment and the factors they considered when making the decision to report sexual harassment and/or to utilize existing grievance procedures. The research indicates that the elimination of sexual harassment must take into account the complexities and ambiguities at work in the school lives of adolescent girls. At present it would appear that schools are driven by the legal imperative to implement policy, and have yet to focus on the educative responsibility attending the policy. Schools’ educative responsibility for the effective implementation of sexual harassment policy requires that students have opportunities to examine in the formal curriculum a range of discourses that expose the contradictory ways in which gender, power, sexuality and desire are constructed in education and schooling. The findings of this research therefore have significant implications for school communities, curriculum developers and policy makers  相似文献   

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