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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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7. (Re)presenting Religion in Sexuality Education for a Democratic Society: An Interdisciplinary and Critical Discussion (Fida Sanjakdar / Andrew Kam-Tuck Yip)

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7. (Re)presenting Religion in Sexuality Education for a Democratic Society: An Interdisciplinary and Critical Discussion

FIDA SANJAKDAR AND ANDREW KAM-TUCK YIP

Introduction

Our understanding of any discourse is shaped by the lens of ideology. Sexuality education, as a corpus of knowledge, is multidimensional and complicated because it is constructed within a myriad of ideological underpinnings about sexuality. Ongoing debates about what should constitute a comprehensive and inclusive sexuality education curriculum are essentially ideological conflicts. In Australian and British state schools, sexuality education focuses primarily on the biomedical, mechanical and hygienic aspects of human sexuality. Although still widely believed that this focus represents a democratic and egalitarian spirit, upon closer scrutiny, the push for a ‘common script for all’ tends to view young people as a unified group and does not adequately serve to develop the ability of all young people to make individualized choices regarding their sexualities. In recent years, there has been an increase in sexuality educational policy which simultaneously keeps in view both our common humanity and our fundamental differences. Discourses reshaping sexuality education such as LGBTQI liberation (Jones, 2016; Stella, Taylor, Reynolds, & Rogers, 2016; Weeks, 2007), pleasure and desire (Fields, 2008; Fine, 1988; Hirst, 2013) and gender education (Pendleton Jiménez, 2016) have not only engaged students in learning to respect individual sexual differences and to better understand their own rights and others’, but have expanded understandings of sexuality education. Despite these...

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