A Critical Discourse Analysis of Sexuality Education in the Australian Curriculum

Autor/inn/en	Ezer, Paulina; Jones, Tiffany; Fisher, Christopher; Power, Jennifer
Titel	A Critical Discourse Analysis of Sexuality Education in the Australian Curriculum
Quelle	In: Sex Education: Sexuality, Society and Learning, 19 (2019) 5, S.551-567 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ezer, Paulina) ORCID (Jones, Tiffany) ORCID (Fisher, Christopher) ORCID (Power, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2018.1553709
Schlagwörter	Foreign Countries; Sex Education; Comprehensive School Health Education; Sexuality; Teacher Role; Learner Engagement; Facilitators (Individuals); Curriculum; Power Structure; Social Justice; Social Bias; Australia + Suchen Sie Ihr Suchwort? Ausland; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Lehrerrolle; Curricula; Lehrplan; Rahmenplan; Soziale Gerechtigkeit; Australien
Abstract	This article examines the sexuality education component of the national Australian Curriculum: Health and Physical Education (AC:HPE) with a focus on sexuality education discourses. A critical discourse analysis explored official AC:HPE documents in relation to sexuality education; the sexuality education discourses present within these documents; teacher roles and expectations associated with each discourse; and Australia's broader social context in relation to education. Findings reveal that the AC:HPE emphasises a teacher-facilitated approach to sexuality education, which contrasts with teacher-centred work dominating the field prior to its release. This approach is in line with recent shifts in education towards strengths-based learning in which students are encouraged to think critically about issues. Despite these emphases, and while the AC:HPE is meant to be used flexibly as a guideline or framework, certain ambiguities within it may leave teachers' roles open to interpretation and practices therefore unchanged or undisputed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01