Pub Date : 2023-11-11DOI: 10.1080/14681811.2023.2275595
Olivia M. Bellas, Monique A. Mulholland, Nina Sivertsen, Emma Kemp, Ivanka Prichard, Stefania Velardo, Jessica Shipman
The age of the onset of menstruation, termed menarche, has been declining for decades worldwide. Approximately 12% of Australian girls reach menarche between eight to 11 years of age. Current health and physical education subject guidelines from the Australian Curriculum Assessment and Reporting Authority state that puberty education should be introduced to students between year levels five to six (ages 10–12) when many have already begun puberty. To explore how girls experiencing early menarche are currently supported in Australian primary schools, semi-structured telephone interviews were conducted with 15 primary school staff from separate schools, including teachers, principals, a school services officer, and a school counsellor. Thematic analysis identified three main themes, (1) the prevalence of deficit models of early menarche and children’s capacity to know; (2) gendered gatekeeping of menstruation knowledge; and (3) systemic barriers and inconsistencies in menstruation education. Our analysis complements but extends recent calls for improvements to menstruation education in Australian schools. Affirmative menstrual support practices and facilities are needed in primary schools to normalise and encourage conversations with students about menarche and menstruation irrespective of age, gender, class or culture.
{"title":"Staff perceptions of support for early menarche in Australian primary schools: a qualitative study","authors":"Olivia M. Bellas, Monique A. Mulholland, Nina Sivertsen, Emma Kemp, Ivanka Prichard, Stefania Velardo, Jessica Shipman","doi":"10.1080/14681811.2023.2275595","DOIUrl":"https://doi.org/10.1080/14681811.2023.2275595","url":null,"abstract":"The age of the onset of menstruation, termed menarche, has been declining for decades worldwide. Approximately 12% of Australian girls reach menarche between eight to 11 years of age. Current health and physical education subject guidelines from the Australian Curriculum Assessment and Reporting Authority state that puberty education should be introduced to students between year levels five to six (ages 10–12) when many have already begun puberty. To explore how girls experiencing early menarche are currently supported in Australian primary schools, semi-structured telephone interviews were conducted with 15 primary school staff from separate schools, including teachers, principals, a school services officer, and a school counsellor. Thematic analysis identified three main themes, (1) the prevalence of deficit models of early menarche and children’s capacity to know; (2) gendered gatekeeping of menstruation knowledge; and (3) systemic barriers and inconsistencies in menstruation education. Our analysis complements but extends recent calls for improvements to menstruation education in Australian schools. Affirmative menstrual support practices and facilities are needed in primary schools to normalise and encourage conversations with students about menarche and menstruation irrespective of age, gender, class or culture.","PeriodicalId":47510,"journal":{"name":"Sex Education-Sexuality Society and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135042447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1080/14681811.2023.2272734
Xinyu Zhang, Wenxue Zou
ABSTRACTIn the context of the rapidly evolving social media landscape with the potential to revolutionise sexual health education, this article presents a critical discourse analysis and qualitative content analysis of the top 10 Chinese sexual health influencers’ online discourses regarding sex and sexuality. Findings suggest that influencers utilise a range of destigmatisation strategies to facilitate sex education within a heavily censored social media environment. These include widening understandings of normalcy, using relatable images and alternative terminology to discuss sexuality, and incorporating paradoxical narratives that seek to navigate between empowering women and reinforcing self-regulation. However, the effectiveness of influencers’ work is constrained by a complex web of factors, including the stringent censorship and content control enforced by the Chinese government, the economic interests that shape platforms’ algorithms and advertising practices, and the persistence of societal and cultural norms that perpetuate harmful stereotypes and attitudes regarding sexual health. This study illuminates the complexities of online sex and sexuality education and sheds light on both the potential and limitations of influencers in fostering open and more inclusive dialogue about sexuality.KEYWORDS: Chinaonline sexual health influencerssex educationdestigmatisation strategiescritical discourse analysis Disclosure statementNo potential conflict of interest was reported by the authors.Notes1. Homophones are words with similar sounds but different meanings. In China, homophones are often may used to circumvent censorship of sensitive topics. For example, influencers often use the word 紫薇 (ziwei, wisteria) to imply 自慰 (ziwei, masturbation) since they sound similar to one another in Chinese.
{"title":"Shattering the silence: exploring the role of Chinese online sexual health influencers in promoting sex education","authors":"Xinyu Zhang, Wenxue Zou","doi":"10.1080/14681811.2023.2272734","DOIUrl":"https://doi.org/10.1080/14681811.2023.2272734","url":null,"abstract":"ABSTRACTIn the context of the rapidly evolving social media landscape with the potential to revolutionise sexual health education, this article presents a critical discourse analysis and qualitative content analysis of the top 10 Chinese sexual health influencers’ online discourses regarding sex and sexuality. Findings suggest that influencers utilise a range of destigmatisation strategies to facilitate sex education within a heavily censored social media environment. These include widening understandings of normalcy, using relatable images and alternative terminology to discuss sexuality, and incorporating paradoxical narratives that seek to navigate between empowering women and reinforcing self-regulation. However, the effectiveness of influencers’ work is constrained by a complex web of factors, including the stringent censorship and content control enforced by the Chinese government, the economic interests that shape platforms’ algorithms and advertising practices, and the persistence of societal and cultural norms that perpetuate harmful stereotypes and attitudes regarding sexual health. This study illuminates the complexities of online sex and sexuality education and sheds light on both the potential and limitations of influencers in fostering open and more inclusive dialogue about sexuality.KEYWORDS: Chinaonline sexual health influencerssex educationdestigmatisation strategiescritical discourse analysis Disclosure statementNo potential conflict of interest was reported by the authors.Notes1. Homophones are words with similar sounds but different meanings. In China, homophones are often may used to circumvent censorship of sensitive topics. For example, influencers often use the word 紫薇 (ziwei, wisteria) to imply 自慰 (ziwei, masturbation) since they sound similar to one another in Chinese.","PeriodicalId":47510,"journal":{"name":"Sex Education-Sexuality Society and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135271464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1080/14681811.2023.2272126
Dina Pinsky, Emily Brenner
ABSTRACTBook censorship efforts in the USA have become increasingly concerning for champions of freedom of expression and civil liberties. The movement to ban books is seemingly driven by a desire to curtail adolescents’ access to information about sexuality and gender diversity. This paper details the findings of a content analysis of the American Library Association’s (ALA) Top 10 Most Challenged Books list from 2011 to 2021. The authors analysed purported reasons for book challenges along with target age groups for the 42 books within our sample period. We found that most of the books in the ALA Top 10 list were challenged for reasons related to sexuality and/or LGBTQ themes. Between 2011 and 2015, book challengers were most likely to claim to be motivated by general perceptions of ‘sexual explicitness’. However, after 2016, and perhaps as a backlash against the Federal Government's legalisation of same-sex marriage, purported LGBTQ content in books was a stronger motivator. Given that most of the books in the top 10 most challenged list are intended for adolescent readers, our findings have implications for informal sex education and access to information about LGBTQ lives.KEYWORDS: Sex educationbookscensorshipadolescentsLGBTQ identitiessexuality Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"Threats to accessing information about sexuality: examining the most frequently challenged books in the USA from 2011-2021","authors":"Dina Pinsky, Emily Brenner","doi":"10.1080/14681811.2023.2272126","DOIUrl":"https://doi.org/10.1080/14681811.2023.2272126","url":null,"abstract":"ABSTRACTBook censorship efforts in the USA have become increasingly concerning for champions of freedom of expression and civil liberties. The movement to ban books is seemingly driven by a desire to curtail adolescents’ access to information about sexuality and gender diversity. This paper details the findings of a content analysis of the American Library Association’s (ALA) Top 10 Most Challenged Books list from 2011 to 2021. The authors analysed purported reasons for book challenges along with target age groups for the 42 books within our sample period. We found that most of the books in the ALA Top 10 list were challenged for reasons related to sexuality and/or LGBTQ themes. Between 2011 and 2015, book challengers were most likely to claim to be motivated by general perceptions of ‘sexual explicitness’. However, after 2016, and perhaps as a backlash against the Federal Government's legalisation of same-sex marriage, purported LGBTQ content in books was a stronger motivator. Given that most of the books in the top 10 most challenged list are intended for adolescent readers, our findings have implications for informal sex education and access to information about LGBTQ lives.KEYWORDS: Sex educationbookscensorshipadolescentsLGBTQ identitiessexuality Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":47510,"journal":{"name":"Sex Education-Sexuality Society and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135270633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1080/14681811.2023.2266829
Kefan Xue, Siyu Zou, Xinye Zou, Haoran Zheng, Kun Tang
ABSTRACTFollowing China’s rapid socioeconomic transition, the sexual attitudes and behaviours of Chinese youth have changed considerably, raising serious concerns about their sexual and reproductive health (SRH). While comprehensive and high-quality formal sexuality education has been shown to lead to safer sexual behaviour, the delivery of formal SRH education in China remains insufficient, especially in Western regions. This study usedd qualitative approaches to evaluate the implementation of a live-streaming comprehensive sexuality education (CSE) programme in Western China between 2019 and 2021, Nineteen participants were recruited to participate in this study. Ten face-to-face, semi-structured interviews were conducted privately with specialists, school principals, and live-streaming tutors. Two focus groups were conducted with classroom teachers and junior secondary students, respectively. Findings reveal that both programme implementers and students demonstrated high satisfaction with CSE implementation. They indicated that CSE provision helped enhance adolescents’ SRH knowledge and attitudes so as to better prepare them for a healthy and secure future. Findings demonstrate the effectiveness, efficiency, relevance, sustainability, and scale-up possibilities of the both the CSE curriculum and the live-streaming delivery approach. Findings may help guide future implementation of CSE at all levels, and thus improve access to CSE for vulnerable populations and diminish SRH disparities more effectively.KEYWORDS: Comprehensive sexuality educationsexual and reproductive healthChinese adolescentsWestern Chinahealth equity AcknowledgmentsThis study was supported by the China Family Planning Association (CFPA) and United Nations Fund for Population Activities (UNFPA). Thanks go to the management teams and volunteers from CFPA, UNFPA and participants for their invaluable contributions to this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Availability of data and materialsData are available upon reasonable request from the corresponding author.Additional informationFundingFunding for this study was received from the China Family Planning Association (CFPA).
{"title":"Live-streaming comprehensive sexuality education in Western China: an analysis of the views of implementers and junior secondary students","authors":"Kefan Xue, Siyu Zou, Xinye Zou, Haoran Zheng, Kun Tang","doi":"10.1080/14681811.2023.2266829","DOIUrl":"https://doi.org/10.1080/14681811.2023.2266829","url":null,"abstract":"ABSTRACTFollowing China’s rapid socioeconomic transition, the sexual attitudes and behaviours of Chinese youth have changed considerably, raising serious concerns about their sexual and reproductive health (SRH). While comprehensive and high-quality formal sexuality education has been shown to lead to safer sexual behaviour, the delivery of formal SRH education in China remains insufficient, especially in Western regions. This study usedd qualitative approaches to evaluate the implementation of a live-streaming comprehensive sexuality education (CSE) programme in Western China between 2019 and 2021, Nineteen participants were recruited to participate in this study. Ten face-to-face, semi-structured interviews were conducted privately with specialists, school principals, and live-streaming tutors. Two focus groups were conducted with classroom teachers and junior secondary students, respectively. Findings reveal that both programme implementers and students demonstrated high satisfaction with CSE implementation. They indicated that CSE provision helped enhance adolescents’ SRH knowledge and attitudes so as to better prepare them for a healthy and secure future. Findings demonstrate the effectiveness, efficiency, relevance, sustainability, and scale-up possibilities of the both the CSE curriculum and the live-streaming delivery approach. Findings may help guide future implementation of CSE at all levels, and thus improve access to CSE for vulnerable populations and diminish SRH disparities more effectively.KEYWORDS: Comprehensive sexuality educationsexual and reproductive healthChinese adolescentsWestern Chinahealth equity AcknowledgmentsThis study was supported by the China Family Planning Association (CFPA) and United Nations Fund for Population Activities (UNFPA). Thanks go to the management teams and volunteers from CFPA, UNFPA and participants for their invaluable contributions to this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Availability of data and materialsData are available upon reasonable request from the corresponding author.Additional informationFundingFunding for this study was received from the China Family Planning Association (CFPA).","PeriodicalId":47510,"journal":{"name":"Sex Education-Sexuality Society and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136381495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1080/14681811.2023.2267449
Corrina Horan, Judith Stephenson, Julia V Bailey
The impact of the COVID-19 pandemic on school education resulted in class disruption and fragmented online teaching. Relationships and Sex Education (RSE) was made compulsory in England in 2020, but the impact of the COVID-19 pandemic on RSE is unclear. In this study, 16 teachers working in English secondary schools participated in online qualitative, semi-structured interviews on their experiences teaching RSE. Themes were identified using deductive and inductive codes as part of a thematic analysis process. Participants taught children aged 11–18 in independent, comprehensive and academy schools. Teachers found it difficult to deliver high quality RSE lessons because of concern that available material would be inappropriate for virtual delivery. Fragmentation of teaching also limited the development of pupil-teacher rapport, highlighted as key to effective RSE. Extra-curricular initiatives were also disrupted by the pandemic, persisting even after face-to-face teaching returned as schools focused on ‘core’ academic subjects. RSE teaching was seriously impacted by the COVID-19 pandemic, and although face to face teaching has resumed, healthy peer-on-peer relationships remain impacted by fragmented teaching. Ongoing prioritisation of RSE, and the appropriate use of digital resources, will support young people moving forward and help prepare for any future disruption of to face-to-face teaching.
{"title":"Relationships and Sex Education teaching in English secondary schools and the impact of the COVID-19 pandemic","authors":"Corrina Horan, Judith Stephenson, Julia V Bailey","doi":"10.1080/14681811.2023.2267449","DOIUrl":"https://doi.org/10.1080/14681811.2023.2267449","url":null,"abstract":"The impact of the COVID-19 pandemic on school education resulted in class disruption and fragmented online teaching. Relationships and Sex Education (RSE) was made compulsory in England in 2020, but the impact of the COVID-19 pandemic on RSE is unclear. In this study, 16 teachers working in English secondary schools participated in online qualitative, semi-structured interviews on their experiences teaching RSE. Themes were identified using deductive and inductive codes as part of a thematic analysis process. Participants taught children aged 11–18 in independent, comprehensive and academy schools. Teachers found it difficult to deliver high quality RSE lessons because of concern that available material would be inappropriate for virtual delivery. Fragmentation of teaching also limited the development of pupil-teacher rapport, highlighted as key to effective RSE. Extra-curricular initiatives were also disrupted by the pandemic, persisting even after face-to-face teaching returned as schools focused on ‘core’ academic subjects. RSE teaching was seriously impacted by the COVID-19 pandemic, and although face to face teaching has resumed, healthy peer-on-peer relationships remain impacted by fragmented teaching. Ongoing prioritisation of RSE, and the appropriate use of digital resources, will support young people moving forward and help prepare for any future disruption of to face-to-face teaching.","PeriodicalId":47510,"journal":{"name":"Sex Education-Sexuality Society and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136381749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1080/14681811.2023.2272127
Eunha Jeong, Jinhyun Kim, Chin Kang Koh
Sexual health education is mandatory in South Korea. However, gender equality, and the rights of sexuality and gender-diverse people are contentious issues in Korean society. This study describes school health teachers’ experiences delivering sexual health education especially in relation to gender equality and the rights of sexuality and gender minorities. A descriptive approach based on grounded theory methodology was adopted. The participants included 23 elementary, middle, and high school health teachers certified by the Korean Institute for Gender Equality Promotion and Education. One-to-one interviews were conducted with participants. Education authorities, students, other teachers, and parents create challenges for health teachers because of the tension between gender-sensitive and conservative perspectives on sexual health education. Social factors influencing these challenges include patriarchy, cultural misunderstandings regarding sexuality, conflicts between feminism and anti-feminism, heterosexual familism, and homophobia. Teachers’ strategies to overcome these challenges include improving personal understanding, skills and attitudes, and asking other teachers and parents for their support. Addressing gender equality and power is the key to improving students’ sexual and reproductive health. Educational authorities and civil society should support school health teachers’ efforts to advance gender equality and prevent sexuality and gender identity-based discrimination.
{"title":"School health teachers’ gender-sensitive sexual health education experiences in South Korea","authors":"Eunha Jeong, Jinhyun Kim, Chin Kang Koh","doi":"10.1080/14681811.2023.2272127","DOIUrl":"https://doi.org/10.1080/14681811.2023.2272127","url":null,"abstract":"Sexual health education is mandatory in South Korea. However, gender equality, and the rights of sexuality and gender-diverse people are contentious issues in Korean society. This study describes school health teachers’ experiences delivering sexual health education especially in relation to gender equality and the rights of sexuality and gender minorities. A descriptive approach based on grounded theory methodology was adopted. The participants included 23 elementary, middle, and high school health teachers certified by the Korean Institute for Gender Equality Promotion and Education. One-to-one interviews were conducted with participants. Education authorities, students, other teachers, and parents create challenges for health teachers because of the tension between gender-sensitive and conservative perspectives on sexual health education. Social factors influencing these challenges include patriarchy, cultural misunderstandings regarding sexuality, conflicts between feminism and anti-feminism, heterosexual familism, and homophobia. Teachers’ strategies to overcome these challenges include improving personal understanding, skills and attitudes, and asking other teachers and parents for their support. Addressing gender equality and power is the key to improving students’ sexual and reproductive health. Educational authorities and civil society should support school health teachers’ efforts to advance gender equality and prevent sexuality and gender identity-based discrimination.","PeriodicalId":47510,"journal":{"name":"Sex Education-Sexuality Society and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136381734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/14681811.2023.2263858
Richard Phillips, Julia Hirst, Thom Winterbotham, Harriet Tucker
Schools in the UK and Europe, North America and Australia are introducing ambitious forms of relationships and sex education (RSE) or school-based sexuality education. For RSE to be effective it must be inclusive, recognising and respecting the needs and experiences of those who have not always been well served by sex/sexuality education. This paper considers one such group – students with faith backgrounds – and explores ways of delivering RSE in the ‘postsecular classroom’ in which religion is recognised and respected. We conducted consultative research – designed primarily to inform the development of teaching resources – among students and parents of faith, and RSE teachers. Focussing upon two religiously diverse cities in England, this research included systematic literature review, classroom observations and group discussions with students, and questionnaire surveys and interviews with parents and teaching staff. Informed by the findings of this research, we designed, piloted and now share evidence-based teaching resources. This illustrates one way in which RSE can be adapted for use in the postsecular classroom where faith is out in the open, but not necessarily explicitly engaged with in the lesson. Considering the perspectives of faith communities in this way can improve RSE for everyone in the classroom.
{"title":"Relationships and sex education for the postsecular classroom","authors":"Richard Phillips, Julia Hirst, Thom Winterbotham, Harriet Tucker","doi":"10.1080/14681811.2023.2263858","DOIUrl":"https://doi.org/10.1080/14681811.2023.2263858","url":null,"abstract":"Schools in the UK and Europe, North America and Australia are introducing ambitious forms of relationships and sex education (RSE) or school-based sexuality education. For RSE to be effective it must be inclusive, recognising and respecting the needs and experiences of those who have not always been well served by sex/sexuality education. This paper considers one such group – students with faith backgrounds – and explores ways of delivering RSE in the ‘postsecular classroom’ in which religion is recognised and respected. We conducted consultative research – designed primarily to inform the development of teaching resources – among students and parents of faith, and RSE teachers. Focussing upon two religiously diverse cities in England, this research included systematic literature review, classroom observations and group discussions with students, and questionnaire surveys and interviews with parents and teaching staff. Informed by the findings of this research, we designed, piloted and now share evidence-based teaching resources. This illustrates one way in which RSE can be adapted for use in the postsecular classroom where faith is out in the open, but not necessarily explicitly engaged with in the lesson. Considering the perspectives of faith communities in this way can improve RSE for everyone in the classroom.","PeriodicalId":47510,"journal":{"name":"Sex Education-Sexuality Society and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-15DOI: 10.1080/14681811.2023.2266808
Bryce G Westlake, Jennifer Kusz, Erin Afana
ABSTRACTIncreasing depictions of kink in mainstream society are leading to a rise in people seeking to learn about and participate in bondage/discipline, domination/submission, and sadism/masochism (BDSM). For many, this initial education process is likely to focus on the Internet and pornography specifically. Existing research into the impact of pornography on sex education has been mixed, though predominantly negative. However, pornography’s role in BDSM education has yet to be explored. To address this gap, 18 semi-structured interviews were conducted with BDSM community leaders in Canada and the USA to examine from where and what practitioners learn about BDSM. Participants drew upon their personal experiences and those they interacted with in their capacity as a community leader. Interviewees identified the benefits and risks associated with using pornography as a learning tool for BDSM participation. They stressed how pornography’s value as a learning tool has evolved over time, how it can normalise BDSM and increase self-acceptance, teach skills, and reinforce negotiation and consent practices. However, if consumers cannot separate fantasy from reality, pornography can have negative effects. The impact of BDSM-themed pornography for education, especially in adolescents and young people, is discussed, as are directions for more in-depth investigations of this topic.KEYWORDS: BDSMkinkpornographyeducationinternetlearning AcknowledgmentsThanks go to the 18 participants in this study, who were gracious with their time and open with their responses, allowing rich narratives to be drawn from the interviews.Disclosure statementThere are no known conflicts of interest associated with this publication and there has been no significant financial support for this work that could have influenced its outcome.Notes1. There is no single definition of what constitutes BDSM pornography as BDSM occurs on a continuum and differs for each person. Therefore, we define BDSM pornography broadly to include depictions of fantasy, fetishes, consensual violence, role play, power exchange, and other activities (see Bezreh, Weinberg, and Edgar Citation2012).
{"title":"A double-edged sword: the role of pornography in learning about BDSM","authors":"Bryce G Westlake, Jennifer Kusz, Erin Afana","doi":"10.1080/14681811.2023.2266808","DOIUrl":"https://doi.org/10.1080/14681811.2023.2266808","url":null,"abstract":"ABSTRACTIncreasing depictions of kink in mainstream society are leading to a rise in people seeking to learn about and participate in bondage/discipline, domination/submission, and sadism/masochism (BDSM). For many, this initial education process is likely to focus on the Internet and pornography specifically. Existing research into the impact of pornography on sex education has been mixed, though predominantly negative. However, pornography’s role in BDSM education has yet to be explored. To address this gap, 18 semi-structured interviews were conducted with BDSM community leaders in Canada and the USA to examine from where and what practitioners learn about BDSM. Participants drew upon their personal experiences and those they interacted with in their capacity as a community leader. Interviewees identified the benefits and risks associated with using pornography as a learning tool for BDSM participation. They stressed how pornography’s value as a learning tool has evolved over time, how it can normalise BDSM and increase self-acceptance, teach skills, and reinforce negotiation and consent practices. However, if consumers cannot separate fantasy from reality, pornography can have negative effects. The impact of BDSM-themed pornography for education, especially in adolescents and young people, is discussed, as are directions for more in-depth investigations of this topic.KEYWORDS: BDSMkinkpornographyeducationinternetlearning AcknowledgmentsThanks go to the 18 participants in this study, who were gracious with their time and open with their responses, allowing rich narratives to be drawn from the interviews.Disclosure statementThere are no known conflicts of interest associated with this publication and there has been no significant financial support for this work that could have influenced its outcome.Notes1. There is no single definition of what constitutes BDSM pornography as BDSM occurs on a continuum and differs for each person. Therefore, we define BDSM pornography broadly to include depictions of fantasy, fetishes, consensual violence, role play, power exchange, and other activities (see Bezreh, Weinberg, and Edgar Citation2012).","PeriodicalId":47510,"journal":{"name":"Sex Education-Sexuality Society and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/14681811.2023.2263846
Tania Ferfolja, Kate Manlik, Jacqueline Ullman
Recent years have witnessed growing acceptance of gender and sexuality diversity in Australia; yet, its inclusion in the school curriculum remains contentious. Despite evidence to the contrary, there is a commonly held belief that parents consider the inclusion of such topics inappropriate. In the light of this, this paper focuses on an analysis of three qualitative items from an Australian national survey of parents of children attending government-funded schools. Informed by the responses to these questions, we sought to better understand the concept of age-appropriateness present in the discourses deployed by a (minority) number of Australian parents who did not support gender and sexuality diversity-inclusivity in the curriculum. Thematic data analysis identified three key themes used by parents to warrant gender and sexuality diversity curriculum exclusion based on age inappropriateness: namely, inclusion is ‘confusing’; children are too ‘immature’; and children are too ‘easily influenced’.
{"title":"Parents’ perspectives on gender and sexuality diversity inclusion in the K-12 curriculum: appropriate or not?","authors":"Tania Ferfolja, Kate Manlik, Jacqueline Ullman","doi":"10.1080/14681811.2023.2263846","DOIUrl":"https://doi.org/10.1080/14681811.2023.2263846","url":null,"abstract":"Recent years have witnessed growing acceptance of gender and sexuality diversity in Australia; yet, its inclusion in the school curriculum remains contentious. Despite evidence to the contrary, there is a commonly held belief that parents consider the inclusion of such topics inappropriate. In the light of this, this paper focuses on an analysis of three qualitative items from an Australian national survey of parents of children attending government-funded schools. Informed by the responses to these questions, we sought to better understand the concept of age-appropriateness present in the discourses deployed by a (minority) number of Australian parents who did not support gender and sexuality diversity-inclusivity in the curriculum. Thematic data analysis identified three key themes used by parents to warrant gender and sexuality diversity curriculum exclusion based on age inappropriateness: namely, inclusion is ‘confusing’; children are too ‘immature’; and children are too ‘easily influenced’.","PeriodicalId":47510,"journal":{"name":"Sex Education-Sexuality Society and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136063352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1080/14681811.2023.2257602
Naomi Rudoe, Ruth Ponsford
Subsequent to the introduction of compulsory relationships and health education in primary schools and relationships and sex education and health education (RSHE) in secondary schools in England from 2020, this paper examines the attitudes of parents towards school- and home-based RSHE. Using data from a survey of parents (n = 849) of children at 37 independent schools in England and Wales, we analysed parental attitudes towards school-parent communication about RSHE, the teaching of RSHE in school, and their own communication with their children about relationships and sex at home, exploring perceived barriers and use of resources. We found significant parental support for school-based RSHE, alongside some concerns, as well as uncertainty and embarrassment as barriers to parent-child communication about relationships and sex at home, indicating the need for schools to strengthen school-parent partnership in this area, and to encourage parents to talk to their children at home in tandem with what is being taught in school.
{"title":"Parental attitudes to school- and home-based relationships, sex and health education: evidence from a cross-sectional study in England and Wales","authors":"Naomi Rudoe, Ruth Ponsford","doi":"10.1080/14681811.2023.2257602","DOIUrl":"https://doi.org/10.1080/14681811.2023.2257602","url":null,"abstract":"Subsequent to the introduction of compulsory relationships and health education in primary schools and relationships and sex education and health education (RSHE) in secondary schools in England from 2020, this paper examines the attitudes of parents towards school- and home-based RSHE. Using data from a survey of parents (n = 849) of children at 37 independent schools in England and Wales, we analysed parental attitudes towards school-parent communication about RSHE, the teaching of RSHE in school, and their own communication with their children about relationships and sex at home, exploring perceived barriers and use of resources. We found significant parental support for school-based RSHE, alongside some concerns, as well as uncertainty and embarrassment as barriers to parent-child communication about relationships and sex at home, indicating the need for schools to strengthen school-parent partnership in this area, and to encourage parents to talk to their children at home in tandem with what is being taught in school.","PeriodicalId":47510,"journal":{"name":"Sex Education-Sexuality Society and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135247060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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