Sex Education-Sexuality Society and Learning最新文献_第2页

Child sexuality and interdependent agency in sexuality education texts for Swedish preschool practitioners 1969−2021: three discourses on children’s sexual play 1969 - 2021年瑞典学前教育从业者性教育文本中的儿童性行为和相互依赖的代理:关于儿童性游戏的三种话语

4区教育学 Q1 Social Sciences

Sex Education-Sexuality Society and Learning

Pub Date : 2023-09-28 DOI: 10.1080/14681811.2023.2261382

Magdalena Hulth, Anne-Li Lindgren, Anna Westberg Broström

This paper provides a discourse analysis of 12 Swedish sexuality education texts intended for preschool practitioners and published between 1969 and 2021. Using Fairclough’s framework, we identify three discourses about children’s sexual play in relation to children’s sexual agency in the texts: child sexuality as encouraged and entangled with adult sexuality; child sexuality as conditioned by what is perceived as normal or abnormal in children; and child sexuality as repressed. These three discourses mainly appear chronologically, but also overlap and connect with one another. When analysis begins from children’s position and a theoretical understanding of children’s and adults’ agency as interdependent, it becomes possible to see how the child is construed as agentic, and how the adult role changes from encouraging sexual play to regulating and monitoring behaviour so that it does not occur. Over time, discourse on young children’s sexual play has changed our understanding of both adults and children. Adults are increasingly construed as less knowledgeable in relation to young children’s sexuality, and young children have become understood as more dangerous and in need of having their sexuality constrained and civilised.

本文对1969年至2021年间出版的12篇针对学前教育从业者的瑞典性教育文本进行了话语分析。利用费尔克劳的框架，我们确定了三种关于儿童性游戏与文本中儿童性代理的话语:儿童性行为被鼓励并与成人性行为纠缠在一起;儿童性行为取决于儿童的正常或不正常;儿童的性欲被压抑了。这三种话语主要按时间顺序出现，但也相互重叠和联系。当从儿童的立场和对儿童和成人相互依赖的能动性的理论理解出发进行分析时，就有可能看到儿童是如何被解释为能动性的，以及成人的角色是如何从鼓励性游戏转变为调节和监督行为以防止这种行为发生的。随着时间的推移，关于幼儿性游戏的讨论改变了我们对成人和儿童的理解。成年人越来越被认为对幼儿的性行为缺乏了解，而幼儿则被认为更危险，需要约束和教化他们的性行为。

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引用次数: 0

Comprehensive school-based sexuality education: outcome evaluation results from Hong Kong 全面校本性教育:香港的成效评估结果

4区教育学 Q1 Social Sciences

Sex Education-Sexuality Society and Learning

Pub Date : 2023-09-26 DOI: 10.1080/14681811.2023.2257605

Ellie Bostwick Andres, Edmond Pui Hang Choi, Alice Wai Chi Fung, Kevin Wing Chung Lau, Neda Hei Tung Ng, Monique Yeung, Janice Mary Johnston, Lai Ming Ho

ABSTRACTThis study evaluated the effects of a comprehensive school-based sexuality education programme in enhancing sexual health knowledge and understanding among adolescents, parents and school personnel in six secondary schools in Hong Kong. Study outcomes were evaluated through pre- and post-tests. A total of 1588 students, 40 parents and 271 school personnel participated. Baseline student knowledge scores were highest among younger students, with significant improvements observed in both years for all grades except one. Baseline student attitude scores were ≥ 85% for younger students, with no significant improvement, while older students showed significant improvements. Parents scored below 40% correct at baseline for knowledge items, while self-efficacy items were generally higher. Baseline teacher knowledge scores were higher than parents, but self-efficacy scores were comparable or lower. Baseline guidance counsellors’ surveys indicated low confidence levels and awareness of community resources to support students. This study identified a clear need for sexuality education in Hong Kong and a special focus on students in schools traditionally serving a high proportion of non-Chinese speaking students. The programme has significant potential for expansion in Hong Kong schools as well as for dissemination in Mainland China.KEYWORDS: Sex educationsexual healthadolescent behaviourhealth promoting schools Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by the Health and Medical Research Fund (Ref: 02180538), which is administered by the Food and Health Bureau of Hong Kong.

摘要本研究以香港六所中学为研究对象，评估全面校本性教育计划在提高青少年、家长及学校人员对性健康知识和理解方面的效果。通过前后测试评估研究结果。共有1588名学生、40名家长和271名学校工作人员参加了此次活动。学生的基线知识得分在低年级学生中最高，除了一个年级外，其他年级的学生在两年中都有显著提高。低年级学生的基线学生态度得分≥85%，无显著改善，而高年级学生有显著改善。父母在知识项目的基线上的正确率低于40%，而自我效能感项目的正确率普遍较高。基线教师知识得分高于家长，但自我效能得分相当或更低。基线指导辅导员的调查显示，他们对支持学生的社区资源缺乏信心和认识。这项研究明确指出香港有需要进行性教育，并特别关注那些传统上以非华语学生为主的学校的学生。该计划有很大潜力在香港学校推广，并在中国内地推广。关键词:性教育性健康青少年行为健康促进学校披露声明作者未报告潜在利益冲突。本研究由香港食物及卫生局辖下的卫生及医学研究基金(编号:02180538)资助。

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引用次数: 0

“I wouldn’t want you talking to my kids!”: the politics of age when conducting research about porn with young people “我不想让你和我的孩子说话!”:对年轻人进行色情研究时的年龄政治

4区教育学 Q1 Social Sciences

Sex Education-Sexuality Society and Learning

Pub Date : 2023-09-25 DOI: 10.1080/14681811.2023.2251896

Claire Meehan

Much research has been conducted on young people as a population rather than with them. Traditionally, porn research has focused on effects – on the assumption that people, especially young people, are impacted by the sexual media they consume, which leads to negative outcomes such as violence and addiction. In this sense, porn is framed as risky and children and young people become especially ‘at risk’. Sex, sexuality and sexual media are then portrayed as a threat from which young people should be protected. Nevertheless, for many young people watching porn is a normal activity and engaging with porn online is a part of everyday life for some teenagers. Scholars have indicated that many young people perceive porn as ubiquitous, as part of society, and difficult to avoid. In this reflexive article I will interrogate the need for such research, even if it is considered as a form of ‘dirty work’, within an alarmist and sensationalist media-driven culture. By examining my experiences of the ethics review process, access to participants, and the fieldwork itself, I hope to demonstrate moments of texture and detail throughout the process which future sex, sexuality and porn researchers can draw upon.

很多研究都是把年轻人作为一个整体而不是和他们一起进行的。传统上，色情研究的重点是影响——假设人们，尤其是年轻人，受到他们所消费的性媒体的影响，从而导致暴力和成瘾等负面结果。从这个意义上说，色情被认为是危险的，儿童和年轻人尤其“处于危险之中”。于是，性、性行为和性媒体被描绘成年轻人应该受到保护的威胁。然而，对于许多年轻人来说，看色情片是一种正常的活动，对一些青少年来说，上网看色情片是日常生活的一部分。学者们指出，许多年轻人认为色情无处不在，是社会的一部分，很难避免。在这篇反思性的文章中，我将质疑这种研究的必要性，即使它被认为是一种“肮脏的工作”，在一个危言耸听和耸人听闻的媒体驱动的文化中。通过检查我在伦理审查过程中的经历、与参与者的接触以及田野调查本身，我希望能展示出整个过程中的一些细节和细节，供未来的性、性和色情研究人员借鉴。

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引用次数: 0

The teaching body in sexuality education – intersections of age, gender, and sexuality 性教育的教学主体——年龄、性别和性的交叉点

4区教育学 Q1 Social Sciences

Sex Education-Sexuality Society and Learning

Pub Date : 2023-09-23 DOI: 10.1080/14681811.2023.2254710

Rebecka Fingalsson

This paper illuminates how teachers are influenced by age, gender and sexuality in teaching about sex and relationships. In this analysis grounded in feminist theory, age, gender and sexuality are considered to be enacted as doings. Six interviews with teachers working with sexuality education in K-12 schools in Sweden were chosen from of a larger body of material consisting of 21 interviews with professionals engaged in school-based sexuality education. The six interviewees were selected because they explicitly addressed how teachers’ age, gender and/or sexuality come to matter in the classroom. Findings show how male and female teachers organise their teaching in relation to normative expectations of age, gender and sexuality. In sexuality education, the diverse life-courses of (hetero)sexual women offer a wide range of pedagogic possibilities for female teachers to address issues of sexuality, consent and relationships whereas male teachers are constrained to doing safe(r) forms of masculinity by directing attention away from their bodies and experiences. In understanding these results, I argue that the figure of the tant has been key in forming the pedagogic backdrop to Swedish sexuality education, hence embedding a normative ‘who’ in the ‘how’ to teach sexuality education.

本文阐述了年龄、性别和性向对教师性与关系教学的影响。在这种基于女权主义理论的分析中，年龄、性别和性行为被认为是作为行为而制定的。对瑞典K-12学校从事性教育工作的教师进行的6次访谈是从对从事校本性教育的专业人员进行的21次访谈中挑选出来的。之所以选择这六位受访者，是因为他们明确地阐述了教师的年龄、性别和/或性取向在课堂上的重要性。调查结果显示，男性和女性教师如何根据年龄、性别和性取向的规范期望组织教学。在性教育中，(异性恋)性女性多样化的人生历程为女教师提供了广泛的教学可能性，以解决性、同意和关系问题，而男教师则被迫通过将注意力从他们的身体和经历上转移开来，以安全的(r)形式表现男性气质。在理解这些结果的过程中，我认为，在形成瑞典性教育的教学背景方面，这一数字是关键，因此，在“如何”教授性教育的过程中，嵌入了一个规范的“谁”。

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引用次数: 0

Fertility knowledge in a cohort of Australia’s adolescents: a cross-sectional study of reproductive and sexual health education 澳大利亚青少年生育知识队列:生殖和性健康教育的横断面研究

4区教育学 Q1 Social Sciences

Sex Education-Sexuality Society and Learning

Pub Date : 2023-09-22 DOI: 10.1080/14681811.2023.2255543

Emmalee A. Ford, Catherine Chojenta, Tanmay Bagade, Sally Sweeney, Jessie M. Sutherland

Fertility information is an important component of comprehensive sexuality education, but the extent to which adolescents are taught or informed about fertility is unknown in Australia. This study examined knowledge of fertility using an anonymous, online survey of > 2,600 adolescents aged 15–18 across Australia. Respondents represented diverse backgrounds, including sexuality and gender diversity (>60% identifying other than heterosexual, 17% gender identity other than man/woman). Average knowledge of fertility was significantly poorer compared to average knowledge of reproductive and sexual health content linked to the national curriculum (p < .001). Linear regression and LASSO variable selection modelling identified significant, but small associations between some sociodemographic factors and knowledge about fertility or overall reproductive and sexual health. Over 80% of respondents considered their sexual health education insufficient, which was associated with poorer knowledge on all outcomes measured in linear regression models. These findings suggest that including fertility content explicitly within the Australian national curriculum will likely increase adolescent understanding of fertility. The strong participation of the adolescent LGBTQ+ community in the survey demonstrates their interest in contributing to reproductive and sexual health education reform. Inclusivity, particularly of sexuality and gender should be a key consideration in reproductive and sexual health education delivery in Australia.

生育信息是全面性教育的一个重要组成部分，但在澳大利亚，青少年在多大程度上被教导或告知生育知识尚不清楚。这项研究通过对澳大利亚1500名15-18岁的青少年进行匿名在线调查，调查了他们对生育知识的了解。受访者来自不同的背景，包括性取向和性别多样性(约60%的人认为自己不是异性恋者，17%的人认为自己不是男女)。与与国家课程相关的生殖健康和性健康内容的平均知识相比，生育知识的平均知识明显较差(p < 0.001)。线性回归和LASSO变量选择模型确定了一些社会人口因素与生育或整体生殖健康和性健康知识之间显著但很小的关联。超过80%的受访者认为他们的性健康教育不足，这与对线性回归模型测量的所有结果的了解较差有关。这些发现表明，在澳大利亚国家课程中明确包括生育内容可能会增加青少年对生育的理解。青少年LGBTQ+社区在调查中的积极参与表明他们有兴趣为生殖和性健康教育改革做出贡献。包容性，特别是性和性别的包容性，应成为澳大利亚提供生殖和性健康教育的一个关键考虑因素。

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引用次数: 0

Young people and sexual consent: contextualising ‘miscommunication’ amid ‘grey areas’ of ambiguity and ambivalence 年轻人和性同意:在模棱两可和矛盾心理的“灰色地带”中将“沟通不端”置于语境中

4区教育学 Q1 Social Sciences

Sex Education-Sexuality Society and Learning

Pub Date : 2023-09-22 DOI: 10.1080/14681811.2023.2259321

Emily Setty

Educating young people about sexual consent aims to help them develop healthy relationships and prevent sexual harm. Yet, there remains no consensus on how to define consent nor the connection between consent and sexual harm. This article discusses findings from qualitative research conducted with young people in England that has explored issues of sexual consent. It engages with tensions around the so-called ‘grey areas’ and oft-critiqued ‘miscommunication model’ of consent and suggests that some form of ‘miscommunication’ may underpin some, albeit not all, experiences of sexual harm among young people. Young people may experience problems articulating and interpreting consent not because of malintent or substandard or disparate communication skills but because of interpersonal and sociocultural power dynamics that constrain the communication and operation of consent. Consent education needs, therefore, to support young people develop the socio-emotional skills and literacy required to navigate gendered and heterosexual (inter)personal pressures, expectations, and sexual scripts. It should involve active participation of young people whereby they identify the conditions in which sexual activity unfolds and the power dynamics that constrain the operation of consent.

对年轻人进行关于性同意的教育，目的是帮助他们发展健康的关系，防止性伤害。然而，对于如何定义同意以及同意与性伤害之间的关系，仍然没有达成共识。本文讨论了对英国年轻人进行的定性研究的结果，该研究探讨了性同意的问题。它涉及到所谓的“灰色地带”和经常受到批评的同意“沟通不畅模式”的紧张关系，并表明某种形式的“沟通不畅”可能是年轻人中一些(尽管不是全部)性伤害经历的基础。年轻人在表达和解释“同意”时可能遇到问题，这并不是因为他们有恶意、沟通技巧不达标或不同，而是因为人际关系和社会文化的权力动态限制了“同意”的沟通和操作。因此，同意教育需要支持年轻人发展社会情感技能和识字能力，以应对性别和异性恋(相互)的个人压力、期望和性剧本。它应包括年轻人的积极参与，从而使他们确定开展性活动的条件和限制同意操作的权力动态。

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引用次数: 0

Cutting facts and values together-apart: an agential realist exploration of Swedish sexuality education 割裂事实与价值观:瑞典性教育的代理现实主义探索

4区教育学 Q1 Social Sciences

Sex Education-Sexuality Society and Learning

Pub Date : 2023-09-10 DOI: 10.1080/14681811.2023.2253436

Karin Gunnarsson, Simon Ceder

Drawing from a practice-based research study in Swedish secondary schools, the aim of this paper is to explore how facts and values are made and unmade as separate and entangled phenomena in sexuality education. In this exploration, we work with a posthumanist approach – agential realism – and more specifically the concept of agential cuts. The empirical material draws from two moments in the teaching of sexuality education, one concerning nakedness and one concerning gender diversity. The analysis puts forward how the lesson topics in relation to school subjects and exercises become significant actors in how facts and values are enacted in the teaching. This implies that facts and values are enacted together-apart within a relational set of interdependency and hence are always present although temporarily more forcefully and ephemeral. To conclude, we discuss the complexities of how facts and values are part of enacting the everchanging knowledge area of sexuality education and urge for acknowledgement of this matter.

从瑞典中学的一项基于实践的研究中，本文的目的是探讨事实和价值观是如何在性教育中作为分离和纠缠的现象被制造和破坏的。在这一探索中，我们采用了一种后人类主义的方法——代理现实主义——更具体地说，是代理削减的概念。经验性材料来自性教育教学中的两个时刻，一个关于裸体，一个关于性别多样性。分析指出，与学校科目和练习相关的课程主题如何成为事实和价值观如何在教学中实施的重要参与者。这意味着事实和价值是在一组相互依赖的关系中共同制定的，因此总是存在的，尽管暂时更有力，更短暂。综上所述，我们讨论了事实和价值观如何成为制定不断变化的性教育知识领域的一部分的复杂性，并敦促承认这一问题。

引用次数: 1

Associations between sexual orientation, sex education curriculum, and exposure to affirming/disaffirming LGB content in two US-based cohorts of adolescents. 两组美国青少年的性取向、性教育课程和接触肯定/否定LGB内容之间的关联。

IF 1.9 4区教育学 Q1 Social Sciences

Sex Education-Sexuality Society and Learning

Pub Date : 2023-01-01 Epub Date: 2022-06-13 DOI: 10.1080/14681811.2022.2072286

Ariella R Tabaac, Michelle M Johns, Dougie Zubizarreta, Sebastien Haneuse, Andy S L Tan, S Bryn Austin, Jennifer Potter, Laura Lindberg, Brittany M Charlton

Sexual health education experienced by lesbian, gay, and bisexual (LGB) youth varies widely in relevancy and representation. However, associations among sexual orientation, type of sex education, and exposure to affirming or disaffirming content have yet to be examined. Understanding these patterns can help to address gaps in LGB-sensitive sex education. Our goal in this study was to examine the prevalence and associations among abstinence-only until marriage (AOUM) and comprehensive sex education with LGB-affirming and -disaffirming content sought/received before age 18 (from 1999-2014) by sexual orientation (completely heterosexual with same-sex contact, completely heterosexual with no same-sex contact, mostly heterosexual, bisexual, gay/lesbian) in a sample of 12,876 US young adults from the Growing Up Today Study. Compared to completely heterosexual referents, LGB participants who received AOUM sex education were more likely to encounter LGB-disaffirming content, and this effect was largest among sexual minority participants. Conversely, exposure to comprehensive sex education was associated with receipt of LGB-affirming information. Overall, participants commonly reported receiving AOUM sex education, which may lead to deficits and potential harm to sexual minorities.

女同性恋、男同性恋和双性恋青年经历的性健康教育在相关性和代表性方面差异很大。然而，性取向、性教育类型和接触肯定或否定内容之间的联系尚待研究。了解这些模式有助于解决对LGB敏感的性教育方面的差距。我们在这项研究中的目标是通过性取向来检验婚前禁欲（AOUM）和全面性教育与18岁之前（从1999年到2014年）寻求/接受的LGB肯定和否定内容之间的流行率和相关性（完全异性恋有同性接触，完全异性恋没有同性接触，主要是异性恋、双性恋、男同性恋）来自“今日成长研究”的12876名美国年轻人样本。与完全异性恋的参考对象相比，接受AOUM性教育的LGB参与者更有可能遇到LGB否认内容，这种影响在性少数群体参与者中最大。相反，接受全面性教育与接受确认LGB的信息有关。总体而言，参与者通常报告接受了AOUM性教育，这可能会导致缺陷，并对性少数群体造成潜在伤害。

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引用次数: 2

National trends and disparate access to formal and informal sex education among youth involved with the child welfare system in the USA. 美国参与儿童福利制度的青年在接受正规和非正规性教育方面的国家趋势和不同机会。

IF 1.4 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Sex Education-Sexuality Society and Learning

Pub Date : 2023-01-01 Epub Date: 2022-10-24 DOI: 10.1080/14681811.2022.2134102

Julia Brasileiro, Laura Widman, Kate Norwalk, Jordyn McCrimmon, Lily Mullins

This study aimed to understand whether youth involved with the child welfare system in the USA are receiving formal and informal sex education. Data come from the Second National Survey of Child and Adolescent Wellbeing, a nationally representative sample of children and adolescents in contact with child protective services. Participants included young people (n=1093, aged 11-21) involved with the child welfare system. Participants reported whether they had received formal sex education about a) abstinence only; b) contraceptives/condoms only; c) abstinence and contraceptives/condoms; or d) none. They also reported whether they knew where to access family planning services. We examined the prevalence of sex education experiences and differences in sex education access and knowledge based on participants' pregnancy history and sociodemographic characteristics. Only half (49%) of participants had received any form of formal sex education. Pregnant youth were less likely to have received any sex education compared to non-pregnant youth (p=.045). 72% of adolescents who had received sex education about contraceptives/condoms reported knowing where to access family planning services compared to only 46% of adolescents who had not received sex education about contraceptives/condoms (p=.014). There is a pressing need for comprehensive sex education among young people involved with the child welfare system in the USA.

本研究旨在了解参与美国儿童福利制度的青少年是否正在接受正式和非正式的性教育。数据来自第二次全国儿童和青少年健康调查，这是一个具有全国代表性的接触儿童保护服务的儿童和青少年样本。参与者包括参与儿童福利制度的年轻人（n=1093，年龄在11-21岁之间）。参与者报告他们是否接受过关于a）仅禁欲的正式性教育；b）仅限避孕药具/避孕套；c）禁欲和避孕药具/避孕套；或d）无。他们还报告说，他们是否知道在哪里可以获得计划生育服务。我们根据参与者的怀孕史和社会人口特征，研究了性教育经历的普遍性以及性教育机会和知识的差异。只有一半（49%）的参与者接受过任何形式的正规性教育。与未怀孕的青少年相比，怀孕的青少年接受任何性教育的可能性较小（p=0.045）。接受过避孕药具/避孕套性教育的青少年中，72%的人表示知道在哪里可以获得计划生育服务，而未接受避孕药具或避孕套性教育的年轻人中，这一比例仅为46%（p=0.014）美国参与儿童福利制度的年轻人的性教育。

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引用次数: 0

Once upon a crush story: transforming relationships and sexuality education with a post-qualitative art-ful praxis. 曾几何时，一个迷恋的故事:用一种后定性的艺术实践改变关系和性教育。

IF 1.9 4区教育学 Q1 Social Sciences

Sex Education-Sexuality Society and Learning

Pub Date : 2023-01-01 DOI: 10.1080/14681811.2022.2090915

E J Renold, Victoria Timperley

This paper shares a rhizomatic unfolding of how a creative, post-qualitative praxis for becoming adventurous in the field of Relationships and Sexuality Education (RSE) can unfold in a conducive policy and practice context (Wales, UK). Specifically, we focus on the making and mattering of what we call 'Crush-Cards'. These are a suite of illustrated data calling-cards designed to re-animate research findings and stay close to the ways in which children and young people are entangled in, and navigate their way through, complex human and more-than-human gender and sexuality assemblages. Each section progressively provides a glimpse at how our art-ful rhizomatic praxis has evolved and how the resource and emergent CRUSHing pedagogy is becoming resourceful in unexpected ways.

本文分享了在关系和性教育(RSE)领域成为冒险的创造性，后定性实践如何在有利的政策和实践背景下展开的根茎展开(威尔士，英国)。具体来说，我们专注于制作和处理所谓的“粉碎卡牌”。这是一套图文并茂的数据卡片，旨在让研究结果重新焕发活力，并密切关注儿童和年轻人在复杂的人类和超越人类的性别和性行为组合中纠缠和导航的方式。每个部分都逐步提供了我们的艺术根茎实践是如何演变的，以及资源和紧急粉碎教学法是如何以意想不到的方式变得足智多谋的。

引用次数: 3