In Search of Critical Pedagogy in Sexuality Education: Visions, Imaginations, and Paradoxes

Autor/inn/en	Sanjakdar, Fida; Allen, Louisa; Rasmussen, Mary Lou; Quinlivan, Kathleen; Brömdal, Annette; Aspin, Clive
Titel	In Search of Critical Pedagogy in Sexuality Education: Visions, Imaginations, and Paradoxes
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 37 (2015) 1, S.53-70 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2015.988537
Schlagwörter	Sexuality; Sex Education; Critical Theory; Health Promotion; Attitude Change; Teaching Methods; Foreign Countries; Criticism; Sexual Identity; Consciousness Raising; Cultural Awareness; Cultural Pluralism; Student Diversity; Dialogs (Language); High School Students; Observation; Interviews; Australia; New Zealand + Suchen Sie Ihr Suchwort? Sexualität; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Kritische Theorie; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kritik; Geschlechtsidentität; Sexuelle Identität; Bewusstseinsbildung; Cultural identity; Kulturelle Identität; Kulturpluralismus; Dialog; Dialogs; Dialogue; Dialogues; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Beobachtung; Interviewing; Interviewtechnik; Australien; Neuseeland
Abstract	The broad aim of most sexuality educational programs is to improve and promote health among students (Epstein and Johnson 1998; Allen 2005; Aggleton and Campbell 2000). Various education programs aim for young people to receive preparation for their sexual lives and be educated against sexual abuse and exploitation (Carmody 2009; Bay-Cheng 2003), unintended pregnancy and sexually transmitted infections (STIs). More contemporary debates about sexuality education argue the value of endeavoring to educate students about sexual pleasure and desire, aiming to bring about attitudinal changes at the local level of social and political activity (Fields 2008; Lesko 2010). With these intentions the teaching and learning of sexuality education is positioned to be invested, not only in conveying sexual information, but also in producing a specific kind of sexual individual. In this frame, the effectiveness of the mobilization and maneuvering of this subject within schools and in the classroom is essentially based on pedagogy. A closer analysis of the intricate processes of how teachers' pedagogies regulate sexual identities and sexual behavior thus becomes paramount to better understanding effective teaching of sexuality education. This article is about the purposes and the processes of teaching comprehensive sexuality education to diverse communities. It begins with a brief exploration of current pedagogies of sexuality education in Australia and New Zealand. It then presents overlapping but often disputed understandings of sexuality education as well as critical pedagogy to demonstrate critical pedagogy's potential significance for creating comprehensive sexuality education for diverse communities. This is followed by a critical examination of the ways in which teachers' pedagogy in Australian and New Zealand schools explicitly communicates the ''critical'' oriented intent of critical pedagogy with reference to four specific areas: dialogue, critique, counter hegemony, and praxis. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01