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Critical Pedagogy, Sexuality Education and Young People

Issues about Democracy and Active Citizenry

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Edited By Fida Sanjakdar and Andrew Kam-Tuck Yip

Critical Pedagogy, Sexuality Education and Young People presents cutting-edge empirical and theoretical research on the role of critical pedagogy in transforming sexuality education. Featuring the work of scholars from around the globe, including the US, the UK, Canada, Australia, New Zealand, Argentina and Finland, this unique collection of work expands the meaning of pedagogy in the field of sexuality education by augmenting young people’s voices and agency, and by emphasizing a democratic and civic focus. This volume identifies and interrogates theoretical frameworks based on critical theory and critical pedagogical discourses, cross-cultural studies and critical literacy to offer new ways to conceptualize critical pedagogy in sexuality education. Many of the practical classroom applications presented will engage educators and classroom teachers in the areas of curriculum design, classroom pedagogies and institutional reform. They can also be applied to the formulation and implementation of more effective policies for sexuality education involving schools, community groups and students. The chapters in this volume interrogate texts, institutions, social relations and ideologies impacting contemporary sexuality education policies and pedagogical practices, prompting a consideration of alternative models of sexuality education for today’s globalized age.

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2. Sex Education in Argentina: Ideological Tensions and Critical Challenges (Eduardo Mattio / Juan Marco Vaggione)

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2. Sex Education in Argentina: Ideological Tensions and Critical Challenges

EDUARDO MATTIO AND JUAN MARCO VAGGIONE

Sex Education as a Right

In the last years, Argentina, together with different countries in Latin America, has begun to change a set of legislation, which entails an expansion of citizen rights associated with sexuality. After decades of activism on the part of feminist movements and the LGTB collective, laws have been changed and court rulings have been issued, changing, considerably, the formal status of sexual and reproductive rights in the country (Jones, Figari, & Barrón López, 2012). In particular, in the 21st century, different legal reform processes have taken place which, among other matters, widely promote the sexual and reproductive rights of several sectors in the population, guarantee equal rights to same-sex couples and families (Vaggione, 2011), or recognize, without pathologizing mediations, self-perceived gender identities (De Mauro Rucovsky, 2015).

Among the main issues related to the sexualization of citizenship, the readjustments and displacements involved in the recognition of sex education as a right are worth highlighting. Although there exist different precedents, at both a provincial level and a national level (Esquivel, 2013), the creation of the ‘Programa Nacional de Educación Sexual Integral’ (National Program on Comprehensive Sex Education, ESI, by its Spanish acronym), in 2006 (Law # 26,150) stands out as a crucial moment regarding the new articulation between the state and sexuality.1 This...

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