Diversity in Sex and Relationship Education -- Limitations and Possibilities in Swedish Biology Textbooks

Autor/inn/en	Junkala, Hannele; Berge, Maria; Silfver, Eva
Titel	Diversity in Sex and Relationship Education -- Limitations and Possibilities in Swedish Biology Textbooks
Quelle	In: Sex Education: Sexuality, Society and Learning, 22 (2022) 5, S.521-537 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Junkala, Hannele) ORCID (Berge, Maria) ORCID (Silfver, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2021.1966407
Schlagwörter	Sex Education; Biology; Textbooks; Textbook Content; Foreign Countries; LGBTQ People; Sexual Orientation; Human Body; Gender Issues; Sex Stereotypes; Diversity; Inclusion; Social Bias; Grade 7; Grade 8; Grade 9; Secondary School Curriculum; Sexuality; Sweden + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Biologie; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Ausland; Sexuelle Orientierung; Menschlicher Körper; Geschlechterfrage; Inklusion; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sexualität; Schweden
Abstract	Shortcomings in sex and relationship education (SRE) related to norms and lesbian, gay, bisexual, transgender, queer, intersex, asexuality (LGBTQIA) perspectives have been reported internationally and in Sweden. This paper reports on findings from a critical study of SRE content in Swedish biology textbooks for 13- to 16-year-old pupils, with the aim of revealing which sexual orientations and bodies are made visible or invisible in the texts. About 200 quotations were selected and analysed, quantitatively and qualitatively, with a focus on limitations and possibilities. The results show that LGBT content is visible in all SRE chapters. However, sexual orientation is often constructed as fixed. Furthermore, stereotypical gender binaries are reinforced via heteronormative assumptions regarding hormones, genitals and reproduction, focusing on differences instead of similarities, and thus limiting the? potential to widen non-binary perceptions of bodies and sexualities. Our quantitative analyses reveal that there are few, if any, queer, intersex, asexual or crip/disability representations. If gaps in young people's knowledge regarding norms, intersex, asexuality, queer and crip sexualities are to be filled in order to promote equality and diversity, it is important to rethink the SRE content of Swedish biology textbooks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01