The relationship between sexuality education and religion is often framed antagonistically, especially when it comes to tensions between the teaching of sexuality education and the priorities of some religious communities. In this paper, we argue that this antagonism can be structured as much by the prevalent forms of engagement that display it (dialogue and debate), as it is by the antagonism between contrasting ethical systems. While we acknowledge the importance of debate and dialogue in the public (...) sphere, we contend that appeals to these discursive forms in schools and classrooms can limit possibilities for rethinking engagements across sexuality education and religion. This is because of the tendency within certain manifestations of dialogue (for example, dialogical models connected to liberal political projects) to err on the side of predictability, rationality and abstraction. To address some of these limits, we draw on the recent turn to conversation in educational thinking. We think through the significance of conversation in offering a mode of engagement for students, teachers and school communities that is conditioned by the dispossession of the self and is attuned to the unpredictable, affective and contextual landscapes of shared encounters. We conclude with some thoughts on the practical implications of conversation for rethinking the role of the sexuality education teacher, practices of parental consultation and processes of policy enactment in schools. (shrink)

This book engages contemporary debates about the notion of secularism outside of the field of education in order to consider how secularism shapes the formation of progressive sexuality education. Focusing on the US, Canada, Ireland, Aotearoa-New Zealand and Australia, this text considers the affinities, prejudices, and attachments of scholars who advocate secular worldviews in the context of sexuality education, and some of the consequences that ensue from these ways of seeing. This study identifies and interrogates (...) how secularism infuses progressive sexuality education. It asks readers to consider their own investments in particular ways of thinking and researching in the field of sexuality education, and to think about how these investments have developed and how they shape existing discourses within the field of sexuality education. It hones in on how progressive sexuality education has come to develop in the way that it has, and how this relates to conceits of secularism. This book prompts a consideration of how "progressive" scholarship and practice might get in the way of meaningful conversations with students, teachers, and peers who think differently about the field of sexuality education. (shrink)

Brick, Lisa Sexuality education should assist young people to develop their full potential. Its effectiveness depends on its being age and development appropriate, and involving teachers or educators who are well trained and living what they teach.

Providing comprehensive sexuality education in schools is a work in progress in many countries throughout the world. In some countries, the journey is just beginning; in others, investments in this field have been made for many years. It is and has been difficult in Pakistan to implement and promote reproductive health, women’s empowerment, and CSE. In Pakistan, previous implementation efforts revealed the critical role of community influencers in propagating misleading information about the initiatives, inciting organized community resistance, and (...) provoking backlash. This paper looked at several aspects of community resistance, as well as approaches for overcoming the resistance for increasing community engagement in the implementation of CSE in Islamabad, Pakistan. To analyze community perceptions of CSE implementation in Islamabad, the community readiness assessment questionnaire was adapted. Questions and prompts for discussion included leadership, current initiatives, community knowledge, resource availability, community support, and implementation strategies. A total of 35 in-depth interviews were conducted. Data was analyzed and interpreted using qualitative content analysis to explore community perspectives that contribute to resistance around CSE, as well as implementation options. Using inter-code relationship data, network analysis was conducted to provide a graphical representation of the analyzed qualitative data. The study reveals community resistance to CSE being implemented in schools. Misconceptions, a lack of awareness, a lack of priority, and the lack of dedicated resources are just a few of the primary implementation challenges to consider when implementing CSE in practice. Network analysis identified, based on modularity class, five distinct clusters of highly connected nodes/codes: non-governmental organizations, misconceptions, resources and policy, strategies and community support, and personal social and health education and current efforts. In conservative environments and when confronted with resistance, innovative marketing and rebranding are critical for priority setting and community engagement, especially when developing curriculum and implementing CSE. Some of the suggested strategies for implementation include community sensitization through strategic awareness campaigns, involving already established infrastructure and NGOs, endorsement by all major stakeholders, particularly decision-makers, and the use of creative digital platforms for better dissemination. (shrink)

Statutory requirements for compulsory Relationships and Sexuality Education (RSE) in the UK is generating concern among many religious communities and reigniting debates about the purpose of School Based Sexuality Education (SBSE). Among the communities voicing their dissent are members of the British Islamic community. Quranic scripture deems obligatory the teaching and learning about all aspects relevant to human sexuality, however, religion, and in particular Islam, is widely viewed as hostile to sexuality education. Whilst (...) Muslim objection to ‘progressive’ agendas in SBSE (i.e., same-sex relations, gender fluidity, pleasure and desire) is generating much attention, equal attention to understanding the Islamic theological, philosophical and epistemological underpinnings of these views, is less frequently sought. The purpose of this paper is to foreground Islamic responses to some of the ‘progressive’ topics featuring in RSE and SBSE more broadly. Using British printed media sources and Critical Discourse Analysis, this paper aims to make sense of British Muslim parents’ objections to ‘progressive’ sexuality education. A more concerted focus on Islamic underpinnings of these views is imperative to alleviate negative responses to Muslim positions on this subject as well as inform the ongoing dilemma of finding ways in which religious diversity be addressed in SBSE. (shrink)

Sexuality education is fundamental in higher and tertiary education institutions (HTEIs). Evidence suggests that its effective education is through translations into the first language of learners. However, in global and multilingual cultural communities such as HTEIs, the foundations for these translations are still a researchable area. Notably, in HTEIs adolescents, young adults and adults co-exist and therefore, any translations must be toned to balance across these groups. The aim of this study was to establish strategies that (...) could enable sexuality educators to effectively transfer information that is steeped in indigenous language, religious and cultural meaning without precipitating stigma and taboo issues. The study setting was the National University of Science and Technology where a cross section of indigenous cultures, languages and religions co-existed with other global cultures. A University Community-based Participatory Research (CBPR) methodology was administered by the researchers using a Delphi research approach to students and staff. Multilingual, multilayered, multireligious, and multicultural nature of the setting presented serious challenges that compromised the prevention of stigma and taboo issues when dealing with sexuality education. We recommend that the strategy to present sexuality education in indigenous languages to the generality of HTEIs population should, in the first instance, involve systematic identification of appropriate interventions that are religious, cultural, and language-specific. Contribution: This research reveals paramount ethical and religious violations that have a potential to precipitate opportunistic sexual relationships that may lead to impediments in capacity building for learners. This research can be utilised by academics on the field of Practical Theology, specifically youth ministry and pastoral care. (shrink)

The article presents the sexuality education work of pro familia. Against the background of human rights, sexuality education is always to a high degree ethical-philosophical education. It is discussed with which methods and which attitude ethical questions are dealt with in sexuality education (youth) groups and how students, teachers and professionals can be sensitized for a boundary-preserving, self-determined handling of sexuality.

‘Teachers expect parents to teach you. Parents expect teachers to teach you. So actually you learn nothing and nobody wants to talk about it’. This quote from this research study is an adolescent girls’ cry for liberation from the silence related to sexuality because of the general reluctance of adults to talk to them about it. Given the growing concerns raised about the sexual and reproductive health of adolescents in South Africa, the aim of this study was to conduct (...) research with adolescent girls as subjects in order for girls’ voices to enhance adult researchers’ understanding of children’s need for support and guidance in the context of sexuality education. The purposively selected sample included 75 participants from three diverse high schools in the Western Cape. The research was conducted using a phenomenological approach that values the lived experiences of participants as significant in contributing to the knowledge on adolescent sexuality. A qualitative interpretative research design was applied to collect the data. This article argues that adults cannot help adolescents in their sexual emancipation – to be free – if they themselves are not free. If they were free, they would have been able and willing to engage with adolescents in every aspect, which includes their sexuality. Including adolescent girls as partners in transforming sexuality education is presented as a core principle for the sexual emancipation of both adolescent girls and adults. (shrink)

This book brings together scholars from a variety of epistemological perspectives to explore the multiple ways in which sexuality does indeed matter in the arena of public education.

Presenting a range of data obtained from secondary schools in the UK and US, this path-breaking book explores the role played by language in constructing sexual identities. Analysing the often complex ways in which homophobia, heterosexism and heteronormativity are enacted within school contexts, it shows that by analysing language, we can discover much about how educators and students experience sexual diversity in their schools, how sexual identities are constructed through language, and how different statuses are ascribed to different sexual identities.

This book brings together scholars from a variety of epistemological perspectives to explore the multiple ways in which sexuality does indeed matter in the arena of public education.

The purpose of this study was to establish the personal impact that managing sexually abused learners had on primary school educators working in an East London (South Africa) community. In addition, the researchers sought to establish what support these educators felt they needed in order to help alleviate the personal impact that managing sexually abused learners might have on them.A phenomenological approach was employed to address the research questions. Using availability-sampling methods, four educators from a local primary school were interviewed (...) and the data systematically analysed in accordance with Morrisette’s (1999) seven–step procedural model.The present study confirmed the finding of Skinner (1999) and Mzamo (2003) that managing cases of sexually abused learners had a profound personal effect on the participants. What was most commonly felt was a sense of frustration with the justice system, as well as a sense of personal responsibility. In addition, the participants felt that they needed support structures to assist them in managing sexual abuse cases in the school. In particular, they felt that they needed a forum where they could share their own experiences and feelings, as well as receive guidance on how to deal with problems in their class. A need for more support from professional psychologists was also expressed, as well as a need for counselling skills training and general training in the area of child sexual abuse. It is hoped that these findings will prove useful in providing guidelines for the development of appropriate support structures for educators managing cases of child sexual abuse in South African schools. More research on the subject needs to be conducted within South Africa, however, in order to ensure that the support structures implemented address context-specific needs. (shrink)

Se realizó un estudio de intervención con el objetivo de elaborar una estrategia educativa para incrementar conocimientos sobre sexualidad sana en un grupo de adolescentes de la escuela Secundaria Básica Alfredo Gómez del Municipio Camagüey entre octubre de 2012 y febrero de 2013. La muestra fue de 37 estudiantes. Se aplicó una encuesta que se convirtió en el registro primario de datos, confeccionada según criterios de expertos y la bibliografía. Una vez analizados los resultados se procedió a diseñar la estrategia (...) educativa y posteriormente a su evaluación. Los datos se procesaron de forma automatizada. Antes de aplicar la estrategia educativa se comprobó que los adolescentes no tenían un adecuado conocimiento sobre la sexualidad sana. Los resultados demuestran la importancia de los estudios de intervención. An interventional study was developed with the objective of designing an educational strategy to increase the knowledge about healthy sexuality in a group of teenagers from Alfredo Gómez Secondary School in Camagüey municipality between October 2012 and February 2013. The sample included 37 students. The applied survey became the primary data register. It was designed according to the experts´ criteria and the bibliography. Once the results were analyzed the educative strategy was designed and evaluated. The data was computerized. Before applying the educative strategy it was evident that the students did not have an appropriate knowledge about healthy sexuality. The results show the importance of interventional studies. (shrink)

Michel Foucault’s _History of Sexuality_ has been one of the most influential books of the last two decades. It has had an enormous impact on cultural studies and work across many disciplines on gender, sexuality, and the body. Bringing a new set of questions to this key work, Ann Laura Stoler examines volume one of _History of Sexuality_ in an unexplored light. She asks why there has been such a muted engagement with this work among students of colonialism for (...) whom issues of sexuality and power are so essential. Why is the colonial context absent from Foucault’s history of a European sexual discourse that for him defined the bourgeois self? In _Race and the Education of Desire, _Stoler challenges Foucault’s tunnel vision of the West and his marginalization of empire. She also argues that this first volume of _History of Sexuality_ contains a suggestive if not studied treatment of race. Drawing on Foucault’s little-known 1976 College de France lectures, Stoler addresses his treatment of the relationship between biopower, bourgeois sexuality, and what he identified as “racisms of the state.” In this critical and historically grounded analysis based on cultural theory and her own extensive research in Dutch and French colonial archives, Stoler suggests how Foucault’s insights have in the past constrained—and in the future may help shape—the ways we trace the genealogies of race. _Race and the Education of Desire_ will revise current notions of the connections between European and colonial historiography and between the European bourgeois order and the colonial treatment of sexuality. Arguing that a history of European nineteenth-century sexuality must also be a history of race, it will change the way we think about Foucault. (shrink)

The political articulation of sexual violence, as legally understood today, took place in India from 1970s onward. In succeeding decades, its definition broadened, positioning it in contexts of caste-based violence, of violence against women at workplaces, and of custodial violence. The Delhi gang rape case, in 2012, introduced another set of political and legal articulations, simultaneously revealing the very politics around them. This paper begins by tracking these phases and definitions, to emphasize one area where such violence has been vocalized (...) the most in recent years, i.e. institutes of higher education in India. Legal codes in this context, carry grave contradictions. Beside, altogether different interpretation occurs when these are applied within institutes of higher education via bureaucratic channels. Recorded cases have shown presence since 2013, except in some regions which appear in negligible measure. Therefore, alongside tracing the historical journey of political articulations of sexual violence in institutes of higher education, this paper takes the case of Raipur city, in the state of Chhattisgarh located in the central-eastern part of India, which has negligible presence in sexual violence crime records in the context of higher educational institutes. Based on a close reading of legal texts, and field visits conducted across institutions in Raipur between 2020–2022, I argue that the limitation of law in combating gender violence, appears not when it is neglected, but often when it is consciously reinterpreted against minority communities, despite claiming to protect those very communities. I attempt to reassess the potential of ‘law’ as a tool to combat gender violence, around existing debates around society and law. (shrink)

This chapter delineates several distinct (and often problematically conflated) kinds of sexual exclusion: (1) lack of access to sexual gratification or pleasure, (2) lack of access to partnered sex, and (3) lack of social/psychological validation that comes from being seen as a sexual being. Liberman offers proposals about what our collective responses to these harms should be while weighing in on debates about whether there are rights to various kinds of sexual goods. She concludes that we ought to provide mechanical (...) assistance to those who are incapable of self-stimulation, enhance access to sexual education for everyone, and engage in a systematic effort to change the harmful social norms, stereotypes, and cultural ideals that drive exclusion from partnered sex and can lead to social invalidation. (shrink)

Muslim youths must shun free sexual behaviours. However, these actions are highly prevalent, especially among the Muslim youth. This study aimed to determine the effect of qanun (local regulations based on Islamic law), religiosity and religious education on the sexual activity of Muslim youth. The study used a case-control design carried out in the province of Aceh, which applies the qanun, and in the province of North Sumatra, which does not apply the qanun. Researchers interviewed 552 Muslim youths using (...) the snowball method and disseminating online questionnaires; data were analysed through logistic regression using Jeffeys’s Amazing Statistics Program 16 (JASP) with a confidence interval (CI) of 95%. The results of this study indicated that qanun ( p < 0.001; Exp B = 4.628), always prayed five times every day in the last 3 months ( p = 0.027; Exp B = 1.616), and looking for various information about Islamic topics ( p = 0.01; Exp B = 1.747) is associated with the prevention of sexual activity of Muslim youth. Qanun affected the prevention of sexual activities among youth; these activities were 4628 times higher in areas that do not have qanun for preventing sexual activities in Muslim youth. Muslim youth looking for various information about Islamic topics also affected the prevention of sexual activity among youth – it was 1747 times higher than those who did not seek information about various Islamic topics on preventing sexual activity in Muslim youth. Muslim youth in qanun areas were proven to have a lower sexual activity. Furthermore, Muslim youth with high religiosity (those who pray diligently and look for various information about Islamic topics) were proven to be able to prevent sexual activity. Therefore, it is necessary to increase the religiosity of Muslim youth. Contribution: This article is expected to explain the impact of qanun, religiosity, religious education and the prevention of sexual activity among Muslim youth. This research is expected to be one of the solutions that can be applied to prevent sexual activity in Muslim youth, which is occurring increasingly. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:464 Feminist Studies 44, no. 2. © 2018 by Feminist Studies, Inc. Claire Raymond and Sarah Corse A Distorting Mirror: Educational Trajectory After College Sexual Assault This article focuses on the broad and specific impacts of college sexual assault on student-survivors’ academic performance, academic trajectory, and their sense of self in relation to the university community. We frame this study with, and relate our findings to, the historic and (...) theoretical literatures that provide the context for this essay, including the large and burgeoning literature on the sexual assault of women college students and recent studies analyzing the role of fraternities in sexual assault, students’ fears and perceptions about college assault, bystander intervention training, and survivors’ grade-point averages after assault.1 Our study also builds on the history of feminist resistance to rape, feminist writings about rape, and campus activism against rape, with the 1. Cortney Franklin, Leana Allen Bouffard, and Travis C. Pratt, “Sexual Assault on the College Campus: Fraternity Affiliation, Male Peer Support, and Low Self-Control,” Criminal Justice and Behavior 39, no. 11 (2012): 1457– 80; Christine A. Gidycz, John R. McNamara, and Katie M. Edwards, “Women ’s Risk Perception and Sexual Victimization: A Review of the Literature,” Aggression and Violent Behavior 11, no. 5 (2006): 441–56; Jennifer Katz and Jessica Moore, “Bystander Education Training for Campus Sexual Assault Prevention: An Initial Meta-Analysis,” Violence and Victims 28, no. 6 (2013): 1054–67; Douglas W. Pryor and Marion R. Hughes, “Fear of Rape among College Women: A Social Psychological Analysis,” Violence and Victims 28, no. 3 (2013): 443–65; Carol E. Jordan, Jessica L. Combs, and Gregory T. Smith, “An Exploration of Sexual Victimization and Academic Performance among College Women,” Trauma, Violence, & Abuse 15, no. 3 (2014): 191–200. Claire Raymond and Sarah Corse 465 goal of shedding light on one aspect of the problem. Groundbreaking (and in some cases controversial) works analyzing the cultures of rape, such as Susan Brownmiller’s Against Our Will and Peggy Sanday’s “The Socio-Cultural Context of Rape” (in which Sanday creates the concept of the rape-producing culture—a concept that is central to our argument in this essay), found immediate reception with feminist activists of the 1970s and early 1980s.2 Mary Koss’s work regarding the scope of rape in college settings is also foundational to our study of campus rape.3 Susan Estrich, Catharine MacKinnon, and other feminist theorists in the mid-1980s developed critical apparatuses to shift the understanding of rape, providing a feminist framework wherein rape is interpreted as violence committed against a woman—in opposition to the patriarchal argument that rape is caused by a woman’s actions or is the product of her distortion of events after the fact.4 Angela Davis and bell hooks were deeply influential in framing understandings of the racial and racist aspects of feminist discussions of rape, while legal scholar Sarah Deer has more recently broadened understandings of the racialized discourse of rape, and Lisa Wade has written on twenty-first century hookup culture and the ways that this social landscape promulgates rates of maleon -female rape that are significantly higher on college campuses than in the general population.5 2. Peggy Reeves Sanday, “The Socio-Cultural Context of Rape: A Cross-Cultural Study,” Journal of Social Issues 37, no. 4 (1981): 5–27; Susan Brownmiller, Against Our Will: Men, Women and Rape (New York: Penguin Books, 1976). 3. Mary P. Koss, Christine A. Gidycz, and Nadine Wisniewski, “The Scope of Rape: Incidence and Prevalence of Sexual Aggression and Victimization in a National Sample of Higher Education Students,” Journal of Consulting and Clinical Psychology 55, no. 2 (1987): 162–70. 4. Susan Estrich, Real Rape: How the Legal System Victimizes Women Who Say No (Cambridge, MA: Harvard University Press, 1988); Duncan Chappell, Robley Geis, and Gilbert Geis, eds., Forcible Rape: The Crime, the Victim and the Offender (New York: Columbia University Press, 1977). 5. Angela Davis, “Rape, Racism, and the Myth of the Black Rapist,” in her Women, Race, and Class (New York: Vintage Books, 1983), 172–201; bell hooks, Feminist Theory: From Margin to Center (Boston: South End Press, 1984); Sarah Deer, The Beginning and End... (shrink)

Summary Knowledge is an important but largely neglected variable in sex education research. This study aimed to develop a measure to assess young people's knowledge about puberty and sexual development, and to examine knowledge in relation to age, gender and school. The main results of the study were that knowledge increased more between age 11/12 and 13/14 than between 13/14 and 15/16, girls knew more than boys at every age, and there were few differences in knowledge between the four (...) schools involved in the study. The research has a number of implications for sex education in schools. First, it was found that even by age 15?16 some young people lack information which is essential if they are to avoid unwanted pregnancy. Second, it may be that boys and girls need to be taught separately to enable the different needs of each gender to be addressed. Third, young people know more about some aspects of puberty and sexual development than others, and there are particular times when knowledge develops most rapidly. Giving teachers this information could help them to target areas of particular ignorance. The questionnaire developed to assess knowledge proved to be accurate and reliable, and a measure that is straightforward to score and analyse. As such, it has considerable potential for use in the classroom. (shrink)

With more than 700 specific strategies and solutions to use in the classroom, school, and community, this book covers just about everything that educators need, providing a comprehensive and detailed blueprint for an overall plan and policy to prevent and deal with peer harassment.

Violence in sexual-affective relationships among teens and young people is recognized as a social, educational, and health problem that has increased worldwide in recent years. Educational institutions, as central developmental contexts in adolescence, are key in preventing and responding to gender violence through implementing successful actions. In order to scientifically support that task, the research reported in this article presents and discusses a psycho-educational intervention focused on autobiographical memory reconstruction that proved to be successful in raising young women’s critical consciousness (...) about the force of the coercive dominant discourse upon sexual-affective experiences and memories. We examined among a sample of young women (n = 32, age range 17-30) whether reading a scientific text about love, the Radical Love book, modified autobiographical memories of violent sexual-affective relationships in line with preventing future victimization. This group was compared with a control group (n = 31, age range 17-30). Memory reports were collected before and after the reading and coded to analyze their content, both quantitatively and qualitatively. Memory quality features were assessed with the Memory Quality Questionnaire. A focus group was also conducted to examine the personal impact of the intervention on participants. Compared with controls, the experimental group had stronger critical memories (of episodes involving violence), an average decrease in positive emotions induced by recall, and an average increase in negative emotions. The results show the effectiveness of the reading intervention designed in relation to gender violence prevention, as they indicate the ability of the psycho-educational action to debilitate the force of the coercive dominant discourse in young women’s memories. The findings both advance knowledge on the reconstructive nature of autobiographical memories of violent sexual-affective relationships in female youth and indicate the potential of memory-based interventions as an instrument to prevent and reduce gender violence in school contexts. Teachers and teaching staff, and educational psychologists, among others, can benefit from these results by expanding the tools they have to address gender violence among female adolescents and youth. (shrink)

In this article, Cris Mayo examines the relationship among anti-LGBTQ policies, gay marriage, and sexuality education. Her concern is that because gay marriage is insufficiently different from heterosexual marriage, adding it as an issue to curriculum or broader culture debate elides rather than addresses sexual difference. In other words, marriage may be an assimilative aspiration that closes down discussions of what sexuality is and can mean, that sidesteps other related social issues such as health care for all, (...) and that reinforces sexuality and gender identity as privatized, not political, concerns. Mayo examines different strands of LGBTQ history that complicate the meanings of sexuality and that critique a variety of antigay or heterosexist policies for their exclusions. She concludes by suggesting that the possibilities of sexuality are not served by advocacy for one gay relationship formation and calling for a sexuality education that is instead directed at sexual diversity. (shrink)

In this article, I rethink the key arguments of my co-authored paper Teaching Pleasure and Danger in Sexuality Education (Author and Co, 2013 Author and Co. (2013). Teaching pleasure and danger in sexuality education. Sex Education, 13(2), 121–132.[Taylor & Francis Online], [Web of Science ®], [Google Scholar]) by bringing the postmodern logic of critical sexuality education theory into conversation with the relational ontology of new materialism. I begin by rejecting the key problem presented (...) in Author and Co’s (2013) paper as a false problem. This false problem is the drawing of an ‘unqualified line’ between positive and negative sexual experience in sexuality education. Instead, I argue that the actual problem is the initial act of drawing a line to separate sexual experience into a binary. My modification of the problem is an ontological move that allows me to consider sexuality education outside the binaries of negative and positive experience. Elaborating on the ontology problem presented in my paper Teaching Pleasure and Danger in Sexuality Education, I explain new materialism and its key task of realizing the interdependence of dualist terms. Drawing on Bergson and Braidotti’s philosophies of difference, I argue that pushing for sex-positive sexuality education strengthens the sex-negativity in sexuality education. I further critique the logic of negation that structures sexuality education by interrogating the contemporary push for pleasure-based sexuality education. Through this process of rethinking my previous scholarship through new materialist logic, I begin the task of reconfiguring the phallogocentric sexual subject as a subject-in-the-process. The conclusion of this article offers a beginning consideration of sexuality as an act of becoming where forces brought into relationship are entangled, creating a new thing. (shrink)

Após a obrigatoriedade da educação sexual (ES) nas escolas portuguesas em 2009, pretendemos conhecer que perspectiva têm os professores ( N = 307) sobre a ES. Através de um questionário on-line , analisado através de estatística descritiva e de análise factorial e inferencial, avaliámos as atitudes ..

In this essay, the author joins a conversation started by Martin regarding gender and education seeking to extend the conversation to address sexuality. To do so, the author brings a reading of the Marquis de Sade to challenge the emphasis on reproduction in education as it relates to gendered and sexual norms. The author, following Martin’s approach in Reclaiming the Conversation, reads one particular text of Sade’s—Philosophy in the Bedroom—to argue for queer possibilities that Sade brings to (...) the conversation around gender and sexuality within twenty-first century education. The Marquis de Sade may viscerally seem an inappropriate choice to return to and use to join the conversation, but his novelic imagination incites complications in the conversation. Following in the footsteps of Martin’s re-reading of historic philosophical texts the author offers not only another layer of thinking about “female education,” but also opens up space for engaging gender and sexuality in the history and philosophy of education. As issues around gender and sexed bodies become ever more present and contested in educational discourses, does Sade continue the conversation in ways that corrupt the reproductive aims of education? (shrink)

Considering the prevalence of sexual harassment, especially in university contexts, it is essential to have a validated instrument to identify these characteristics in the educational community. For this reason, this study aimed to analyze the psychometric processes of the sexual harassment scale on university campuses. Using an instrumental design and a sample of 927 students, it was found that the values of the evidence of construct validity and reliability are acceptable. The practical implications of validating the instrument that will allow (...) the identification of sexual harassment problems to promote symmetrical coexistence between men and women are highlighted. (shrink)

Research has revealed that sex education policies are informed by national and local struggles over the meanings and consequences of gender, race, sexuality, and class categories. However, few studies have considered how policies are enacted in the classroom production of sex education to support or challenge gender, racial, sexual, and class hierarchies. This article draws on data obtained through semistructured in-depth interviews with 40 Latina youth to explore how heteronormativity, sexism, and racism operate together to structure the (...) content and delivery of school-based sex education. Findings suggest that some Latina youth encounter racialized heterogendered constructions and experiences that limit their access to sex-education-related information and reinforce existing inequalities. (shrink)

Child sexual exploitation and abuse has grave implications for the mental health and wellbeing of children and young people. It has been linked to a wide range of difficulties which may extend into adulthood. School-based prevention programs that aim to raise awareness are popular, however, have historically lacked robust and consistent evaluation. The purpose of the present study was therefore to explore young people’s experiences of attending a school-based theater-in-education program, and the impact this had on their awareness and (...) understanding of CSEA. Four focus groups of between four to six participants each were conducted with young people from two co-educational State schools in the United Kingdom. The approach of Template Analysis was used to analyze the data, and revealed a number of themes related to the superordinate themes of “Information and Detail Delivered” and “Format and Timing.” The results suggest that participants gained new awareness and understanding of aspects related to CSEA, including other forms of exploitation, as well as how to avoid harm and what to do “if bad things happen.” Participants further reported that the theater performance/live element of the program was particularly impactful, feeling that this was delivered to them at the right time, but suggesting that younger people would also benefit from the important messages. In addition, areas for improvement were identified in terms of the delivery of the program, and the issue of victim blaming. Findings are discussed with a view to practical implications and directions for future research. (shrink)

Sexuality injustice differs significantly in form from racial and gender injustice. Because persons who are gay or lesbian can evade being publicly identified and treated as gays or lesbians, sexuality injustice does not consist, as racial and gender injustice does, in the disproportionate occupation of disadvantaging and highly exploitable places in the socio-economic structure. Instead, sexuality injustice consists in the displacement of homosexuality and lesbianism to the outside of society. I examine, in particular, (1) the production of (...) society as heterosexual through the requirement that all citizens adopt a real or pseudonymous heterosexual identity as a condition of access to the public sphere; (2) the reproduction of heterosexual society through legal, psychiatric, educational, and familial practices whose aim is to prevent future generations of lesbian and gay people; and (3) the legitimation of heterosexual society through the construction of criminalizing stereotypes of gay and lesbian identity. (shrink)

El objetivo del artículo es presentar el diseño y la evaluación de un taller de prevención y sensibilización contra el acoso sexual. En total 286 estudiantes (224 mujeres y 62 hombres) de distintos grados de la Universidad de las Islas Baleares participaron en el taller y mostraron una alta satisfacción con el taller. 197 participantes incluso dieron la máxima puntuación en todos los 9 ítems del cuestionario de evaluación. Estos resultados animan a impulsar su aplicación en otros estudios y también (...) dentro del marco de formación del personal docente e investigador (PDI) y del personal de administración y servicios (PAS). (shrink)