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1.
Juliette D.G. Goldman 《Sex education》2013,13(2):199-200
Preparing children and adolescents for sexual safety and reproductive responsibility lies at the heart and purpose of puberty/sexuality education. The document of International Technical Guidance released by UNESCO in December 2009 aims to provide an evidence-based and rights-based platform offering children and adolescents vital knowledge about relationships, sexuality, reproduction and HIV/AIDS, within a structured teaching and learning process in the compulsory school years. The document, targeted at education and health sector decision-makers and professionals, includes evidence and expert advice on the importance of sexuality education, its implementation in schools, its age-appropriate topics, useful resources, and steps for key stakeholders. This study investigates and analyses the International Technical Guidance for its relevant, appropriate and contemporaneous educational response to the challenges of young people's sexual and reproductive health and protection, and its potential impact on Australian curricula at a time of national review. 相似文献
2.
Evidence shows that a focus on gender and power in sexuality/HIV education increases the likelihood of achieving positive sexual health outcomes, and international agencies have called for a shift to a gender-focused approach. However, questions remain about the implementation of such programmes, including how best to prepare teachers to deliver such curricula. In the development of the national school-based HIV prevention curriculum in Nigeria, several state governments partnered with feminist (or like-minded) non-governmental organisations to collaborate on teacher training. This case study, drawing on teacher interviews and classroom observations, explores the effects of that experience. Teachers reported that the 10-day training developed their competence, confidence, and commitment to foster students' critical thinking about gender issues. Specifically, they reported changes in their own gender attitudes, pedagogic skills and connectedness with students, particularly girls. The findings suggest that high-quality training can prepare teachers – including those in large, resource-poor school systems – to deliver the kind of gender-focused sexuality/HIV education that is proving most effective at advancing sexual health outcomes. Non-governmental organisations can be important partners for providing such training. Further research is needed to assess what additional social and educational outcomes may result from gender-focused sexuality/HIV education. 相似文献
3.
4.
Three decades since the onset of HIV/AIDS, 33.2 million people worldwide are infected and prevalence in Kenya is on the rise. This paper contributes to discussions about HIV/AIDS education and draws on the health promotion approach and the emancipatory theory of Paulo Freire. Freire argued that through dialogue people unveil their world. The researchers used the method of dialogue to facilitate parents' and teachers' reflections on sexuality education for the children. The dialogues seemed to facilitate some reflection and showed the attitudes of the community to matters that impact on sexuality education (e.g. gender and sexuality). This paper illustrates how dialogic processes can be useful to the process of constructing realistic and contextually relevant HIV/AIDS education. The challenges for the researcher as an outsider are also discussed. 相似文献
5.
Sexuality education forms part of the national school curricula of most sub-Saharan African countries, yet risk-related sexual behaviour among young people continues to fuel the HIV pandemic in this part of the world. One of the arguments put forward to explain why sexuality education seems to have had little impact on sexual risk-taking is that existing curricula have neglected to take into account the complexity of the social, cultural and gender norms that influence the behaviour of school-going young people in sub-Saharan Africa. Over the past few years, the Department of Basic Education in South Africa has recognised the need to provide guidance to teachers on the content, pedagogical processes and messages that are relevant to their specific context. This paper critically reflects on findings from a literature-based study conducted to identify the cognitive and social factors influencing the behaviour of school-going young people in South Africa and the risk and protective factors that might be particular to their circumstances. The findings provide helpful guidelines about the development, content and implementation of sexuality education curricula more likely to be relevant in contexts of serious poverty and disadvantage. Although based on the South African literature, the findings may also offer useful lessons for curriculum designers in other developing countries. 相似文献
6.
Elena Jerves Silvia López Cecilia Castro William Ortiz María Palacios Peter Rober 《Sex education》2014,14(1):14-27
Parents' contribution to sex education is increasingly receiving research attention. This growing interest stems from recognition of the influence that parental attitudes may have both on young people's sexual attitudes and behaviour, and on school-based sex education. Studies regarding parental attitudes towards sexuality are, however, still rare. The two main objectives of this study were to explore parental views about sexuality and to understand parental attitudes towards sex education. Four focus group discussions were conducted with parents from high schools in Cuenca, Ecuador. Data were analysed using thematic analysis. The study revealed that parents held a restricted view about sex education, grounded in traditional religious ideas about sexuality, which led parents to understand it as a morally and physically dangerous activity. Although parents expressed a willingness to make good quality sex education available to their children, they reported having insufficient personal resources to fulfil that objective. The results of this study provide important information about the need to develop and adapt sex education to each specific cultural context, thereby confirming the importance of knowing about the cultural traditions and religious beliefs that may form obstacles to effective sex education for young people in Ecuador. 相似文献
7.
This paper examines young South African school children’s understanding of HIV/AIDS. Based on ethnographic work in two schools in Greater Durban, it explores the impact of HIV/AIDS on the ways in which gender and sexuality are articulated against the backdrop of race and class specific contexts. The first part of the paper examines the children’s discourses of sex, sexuality and HIV/AIDS. We show that young children’s meanings of sex, sexuality and are not straightforward and are actively produced and defined through a range of social processes. These processes shape the extent to which young children experience sexuality within discourses of fear and pleasure. Young children’s meanings of HIV/AIDS are explored in the second part of the paper. Here we show how their knowledge of HIV/AIDS is socially structured through class/race and gender and these forms of social relations provide the framing and reference points for children’s constructions of meanings around HIV/AIDS. We finish the paper by raising some theoretical and practical/political questions about the implications of what we have found for HIV/AIDS education in South Africa. 相似文献
8.
SUSAN WANJIRU KIRAGU 《Pastoral Care in Education》2007,25(3):5-15
Twenty-five years since the onset of HIV/AIDS, young people aged 15–24 now make up half of new HIV infections. This paper advocates for comprehensive sexuality education as an effective panacea to reverse this, with teachers stepping up and embracing their role as sexuality educators. The exploration of this challenge is informed by a small-scale participatory study of teacher responses in a rural primary school in Nakuru district, Kenya. Dialogue was held with 18 teachers (11 females, seven males) on the challenges they faced in teaching sexuality education and teachers emerged as disorientated and embarrassed in conversations about sexuality issues with the pupils. Because sexuality education lacks a curriculum, teachers have found it challenging to integrate it into regular subjects; they also observed that parents seem resistant to addressing this at home, and thus this task falls to them.
In the study, a process of self-awareness of the need for them to step up and teach sexuality education emerges among the participants. A key finding is that participatory and dialectical interventions that can prepare teachers and develop their confidence in teaching sexuality education are required. 相似文献
In the study, a process of self-awareness of the need for them to step up and teach sexuality education emerges among the participants. A key finding is that participatory and dialectical interventions that can prepare teachers and develop their confidence in teaching sexuality education are required. 相似文献
9.
Parental opinion concerning school sexuality education in a culturally diverse population in the USA
This study aimed to expand upon previous research related to parental opinion concerning school sexuality education by sampling a culturally diverse, low-income population that has been traditionally under-represented in the literature. A total of 191 parents attending an urban community college completed a written questionnaire about what topics schools should teach their children about sexuality education. Independent variables, including country of origin, religion and religiosity, were explored to determine if support for school sexuality education was similar or different in this population compared to previous national and state survey data. The majority of sex education topics were supported by 80% of the parents. There was a significant negative correlation between attendance at religious services and support for school sex education. The hypothesis that there would be less support for comprehensive sexuality education in the sample population than in national and statewide surveys was not supported. 相似文献
10.
《Pastoral Care in Education》2013,31(3):5-15
Abstract Twenty-five years since the onset of HIV/AIDS, young people aged 15–24 now make up half of new HIV infections. This paper advocates for comprehensive sexuality education as an effective panacea to reverse this, with teachers stepping up and embracing their role as sexuality educators. The exploration of this challenge is informed by a small-scale participatory study of teacher responses in a rural primary school in Nakuru district, Kenya. Dialogue was held with 18 teachers (11 females, seven males) on the challenges they faced in teaching sexuality education and teachers emerged as disorientated and embarrassed in conversations about sexuality issues with the pupils. Because sexuality education lacks a curriculum, teachers have found it challenging to integrate it into regular subjects; they also observed that parents seem resistant to addressing this at home, and thus this task falls to them. In the study, a process of self-awareness of the need for them to step up and teach sexuality education emerges among the participants. A key finding is that participatory and dialectical interventions that can prepare teachers and develop their confidence in teaching sexuality education are required. 相似文献
11.
In this article, we examine a set of 26 children’s books on HIV/AIDS published between 1989–1999 to identify the ways in which
these texts construct HIV/AIDS and people living with HIV/AIDS. We explore how this marginalized group is depicted in these
books, and how well-meaning teachers may in fact be reproducing dominant discourses about HIV/AIDS in their curricula. In
this article we focus, in particular, on how the discourses connected to public health, medicine, and secrecy (as a discourse
across many institutions) are filtered to children and take part in constructing their beliefs and assumptions about HIV/AIDS.
We illustrate our argument with examples from the books and show why teachers need to know how to analyze texts they select
for their curricula so as to read books about HIV/AIDS critically in the classroom.
Megan Blumenreich is Assistant Professor of Childhood Education at The City College of New York, City University of New York.
Her research interests focus on urban schooling, poststructuralist approaches to qualitative research, and teacher education.
She is the coauthor of The Power of Questions: A Guide to Teacher and Student Research (Heineman, 2005).
Marjorie Siegel is Associate Professor and Chair of the Department of Curriculum and Teaching at Teachers College, Columbia
University. Her research interests include transmediation and multimodality in literacy education, content area literacies,
and literacies and technologies. She is the coauthor of Reading Counts: Expanding the role of reading in mathematics classrooms (Teachers College, 2000).
M. Himley, “Teaching the rhetoric of AIDS: Blurring the boundaries.” 相似文献
12.
The Ministry of Education and Culture in Zimbabwe has introduced an intervention into the school curricula to complement the
already existing mechanisms in the fight against HIV/AIDS. The literature in this programme is said to be designed to develop
children’s knowledge of HIV/AIDS and to maximise both individual and community commitment to the safest protective behaviour
possible. This paper argues that despite the Ministry’s efforts there is a dearth of such literature which would depict human
relations and experiences in the context of HIV/AIDS in the corpus of Zimbabwean children’s literature in schools. It proposes
that more fiction about HIV/AIDS could effectively complement the current non-fictional texts used in most Zimbabwean schools.
This paper seeks therefore, to clarify the need for fictional narratives in which the disease plays a part since they will
provide the main context in which young children learn to cope with the realities associated with HIV/AIDS through education.
It posits that Zimbabwean children’s literature should also depict the conceptual framework within which health, human interaction
and sexuality are understood in relation to the epidemic.
Hazel Tafadzwa Ngoshi is with the department of English and Communication, Midlands State University, Zimbabwe. She teaches
Renaissance and 20th century English literature and autobiography. A holder of a Master of Arts degree in English from the
University of Zimbabwe, her research interests include children’s literature and autobiography. Currently, she is writing
a book on Zimbabwean female (auto) biographies.
Juliet Sylvia Pasi holds a Master of Arts degree in English from the University of Zimbabwe. She teaches Communication and
African literature in the department of English and Communication at the Midlands State University, Zimbabwe. Currently, she
is researching on aspects of orality in Zimbabwean children’s literature and the mediation of gender identities in African
literature. 相似文献
13.
《Early education and development》2013,24(4):363-378
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them. 相似文献
14.
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them. 相似文献
15.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media
campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS
has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions
of the disease, based on these media messages influence students’ development of conceptual understanding of the disease,
its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the
indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual
change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions
on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools:
girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology
lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned.
These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews.
Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications
for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with
the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what
is happening now—insensitivity to misconceptions about the disease—is needed. 相似文献
16.
The purpose of this study was to examine American Catholics' attitudes regarding education about homosexuality. Participants were 1000 self‐identified Catholic adults who were interviewed via telephone. The majority of respondents agreed that Catholic colleges should offer courses on human sexuality, although religious and political conservatives were more likely to disagree that these courses should include education about justice and equality for gays and lesbians. Conservative and older respondents disagreed significantly more often that homosexuality should be included in tolerance teaching for children. Religious conservatives and males were less likely to agree that gays and lesbians should be hired as schoolteachers. The results indicate that the variables of Catholic ideology, political ideology, sex, age, and education are important in understanding the diversity of Catholics' views about these issues. 相似文献
17.
Despite recent progress in meeting the goals of the Education for All agenda, certain groups of young people are particularly
vulnerable to exclusion and underachievement, including children with HIV/AIDS, children living in poverty, and children with
disabilities. HIV/AIDS has reduced many young people’s rights to access education, to live a full and healthy life, and to
have a life as a child. This article focuses on attempts to continue to empower young people to protect themselves from HIV
by exploring the dynamics around HIV-related education in schools, in particular by examining the role that young people’s
knowledge can play in improving curricula and thus reducing HIV/AIDS rates. The authors draw on qualitative research in a
total of eight schools in Kenya, Tanzania, and South Africa. Preliminary findings suggest that pupil consultation and dialogue
can be used to inform thinking on the curriculum for HIV education. 相似文献
18.
Lyn Harrison 《Gender and education》2000,12(1):5-19
HIV/AIDS discourses have not only made people aware of HIV as a disease entity but have opened up new ways of thinking and talking about sex and sexuality. This article draws on findings from an evaluation of a pilot sexuality education programme, conducted in secondary schools in Victoria (Australia), to examine gender relations and the production of difference. Participating schools were required to incorporate teaching and learning experiences which normalised and affirmed sexual diversity and explored issues around HIV-related discrimination and homophobia. Two examples, gender, power and menstruation and heterosexism and homophobia, are used to analyse the language and practices students engage in as part of the process of achieving a (hetero)sexual identity. It is argued that HIV/AIDS education and sexuality education, more broadly defined, presents a particular challenge to dominant forms of masculinity and that programmes need to address gender, power and heterosexuality and its discontents if they are to have a positive impact on HIV-related discrimination and homophobia. 相似文献
19.
浅谈宗教观教育的基本结构 总被引：2，自引：0，他引：2
正确认识宗教产业、发展和消亡的规律，以科学的态度而不是以主观的愿望对待和处理宗教问题，是实现宗教与社会主义相适应的理性基础，是实现社会稳定发展的一项长期任务。马克思主义宗教观教育的基本结构应包括马克思主义主义宗教学、宗教社会学和中国宗教化传统的教育。把宗教教育纳入国民教育，对全党和普通公司的益处良多。 相似文献
20.
Andrée Gacoin 《Sex education》2016,16(5):534-548
Within the context of sexuality education as an HIV prevention strategy, much attention has been given to what content should be taught and the effectiveness of that content in achieving desired goals. While some research has problematised how curricular content is understood or taken-up, what remains largely unquestioned is a pedagogical imaginary of knowledge as a fixed and stable object that can be transmitted from teacher to learner. This paper builds on feminist readings of pedagogy, and in particular the work of Elizabeth Ellsworth, to interrogate what might happen within sexuality education by thinking about knowledge as continually being made. Drawing on data from a year-long ethnographic research study conducted with loveLife, a national HIV prevention programme for young people in South Africa, the paper problematises the perceived boundaries of what is taught and explicitly engages the pedagogical approach as a constitutive part of what can/should/must be known as well as what kind of relation is offered to that knowledge. The question then is how sexuality education might be re-articulated to engage with ongoing and power-laden struggles within configurations of knowledge, and how a pedagogical approach might open those configurations to ways of knowing, and being known, that are more just for more people. 相似文献