Imagining a Curriculum beyond Compulsory Heterosexuality in South African Education

Autor/inn/en	Francis, Dennis A.; Kuhl, Kylie
Titel	Imagining a Curriculum beyond Compulsory Heterosexuality in South African Education
Quelle	In: Journal of LGBT Youth, 19 (2022) 4, S.469-488 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Francis, Dennis A.) ORCID (Kuhl, Kylie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-1653
DOI	10.1080/19361653.2020.1844606
Schlagwörter	Foreign Countries; Sex Education; LGBTQ People; Inclusion; Sexuality; Gender Issues; Social Influences; Curriculum Development; Social Bias; Religion; Cultural Influences; Constitutional Law; South Africa + Suchen Sie Ihr Suchwort? Ausland; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Inklusion; Sexualität; Geschlechterfrage; Sozialer Einfluss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Cultural influence; Kultureinfluss; Staatsrecht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There is a critical need for sex, sexuality and relationships education to be LGBTQI inclusive. Numerous studies, internationally and in South Africa, highlight this need but what constitutes an inclusive curriculum has not been sufficiently addressed. This paper seeks to advance this conversation by imagining a curriculum beyond compulsory heterosexuality and considers what knowledges and practices are necessary for the South African context. To do this, the authors consider the corpus of research about how sexualities are characterized in schooling generally and in the teaching of sexuality education specifically. Using the theoretical tools offered by Freire and hooks on critical consciousness, three arguments are made. First, the authors argue for the theoretical and empirical contributions of the sociology of gender and sexualities which are social constructions informed by history, social relations and power. Second, there is a need for a curriculum to recognize the intersectionality of learners and how identity knowledges shape the way that youth sexualities are understood and experienced. Finally, the teaching and learning of an LGBTQI inclusive curriculum will steer away from moralistic and didactic instruction in favor of more participatory pedagogies that acknowledge young people as agents and legitimate sexual beings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01