Sexual Pedagogy

In presenting this thesis in partial fulfillment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission.

In the United States currently, there are significant gaps in sex education. Youth in the United States today are identifying more diversely in the past and many are not receiving the comprehensive sex education they deserve, creating negative sexual and social outcomes. Through examining the legacy of religiosity, white supremacy, power, and privilege in the United States, one can pinpoint how historical legacies still influence the sex education youth receive today. In conversations with research and theory, a solution to this issue may lie in creating applicable tools that allow educators to better accommodate the needs of youth they are teaching. This study explores how social justice education, empowerment theory and reproductive justice can aid in the creation of a pedagogy of social justice and empowerment in K-12 education. By providing educators with a safe space to conversate, collaborate and reflect on current sex education practices, educators increased their confidence and competence in creating truly comprehensive sex education for their youth. Through providing professional development opportunities for educators, one can create more positive learning environments for their students, especially those with marginalized identities who often slip through the cracks.

School of Graduate Studies This is to certify that the thesis prepared By: Chloe Garcia Entitled: An Examination of the Potential of Critical Media Literacy-based Sex Education Programming for Quebec High Schools and submitted in partial fulfillment of the requirements for the degree of Master of Arts (Educational Studies) complies with the regulations of the University and meets the accepted standards with respect to originality and quality.

SEX VS. GENDER 45 min-1 hour 1. To help learners identify their own gender bias. 2. To illustrate the differentiate between sex & gender. 1 PROCEDURE Each learner will be given cards which indicate different roles, activities and occupations. The learner should place cards, as they think appropriate, in an area designated 'Boy/Man' or as 'Girl/Woman', Alternatively simply use a chalkboard and call out words. Examples of the things that learners might suggest include: Now try swapping the cards. Which of the cards can be swapped? Which cards cannot be swapped? Divide each column into two sub columns: one refers to characteristics that are fixed, the other to those which can be swapped (not fixed). The former pertains to gender, the latter to sex. Here is an example of a table: 45 mins 1. To illustrate how subtle gender biases can influence social perceptions. 2. To help learners recognise their own assumptions about gender. 3. To explore the implications these biases may have for gender equality.

A thesis submitted in fulfilment of the requirements of a degree of THE DOCTOR OF PHILOSOPHY in the COLLEGE OF HUMANITIES, SCHOOL OF EDUCATION at the UNIVERSITY OF KWAZULU-NATAL 2019 SUPERVISOR: PROFESSOR T.M. BUTHELEZI i DECLARATION I, Phindile M. Nxumalo-Mabuza declare that this thesis submitted to the University of KwaZulu Natal, School of Education, titled "Teachers' knowledge and pedagogical approaches to sexuality education in HIV and AIDS contexts of selected schools in the Manzini region of Eswatini and their indigenous communities" constitute of my original work, where appropriate other authors have been acknowledged. I have not previously presented it incomplete or as a whole to any other institution for obtaining a degree.

In this study I articulate what it means to care for the self and care for others, and the association between the two. Juxtaposing self-understanding through the method of currere and studying the historical character of hakbeolism, I articulate how self-understanding in conjunction with historical study, together allegorically, can be a transformative possibility that may contribute to subjective reconstruction which can be a way of self-care. After discussing how Korean schooling exercises coercive care, disconfirmation, and the "whip of love" for the students' own good, I ponder how having one's own standards can be a way of making one's life a work of art without entirely conforming to externally imposed standards. My special emphasis is on the internalization of external standards in students and on teachers' and parents' culpability in practicing and reproducing them. Focusing on Nel Noddings' ethic of care and analyzing The King's Speech, I discuss how care-for-others can contribute to self-understanding, indeed to building an authentic self-self relationship. What might an education with self-care and care-for-others look like? I imagine that it may be one that allows and encourages students to come up with their own standards, perhaps with the help of or in relationship with others. However, there are structural and relational challenges in exercising self-care and care-for-others and keeping a balance between them. I suggest breaking the unnecessary linkage between our ethic and the constraining structures, teaching and learning, and our preference and reality, and that by doing so it is possible to build linkages between our knowledge and ethics, which requires our courage, and ethicality to make professional judgment. Arguing that self-care and care-for-others are intrinsically intertwined, I suggest that we may be able to keep a balance between them using discernment, surrendering to reality, and that in the discernment we may be able to make better decisions for the well-being of the self, others, and the society. iii Preface This dissertation is original, and independent work by Jung Hoon Jung. A version of the introduction and Chapter 1 has been published previously. Jung, J. H. (2014). Hakbeolism: A historical and curricular consideration of Korean test-focused education. Transnational Curriculum Inquiry: The Journal of the International Association for the Advancement of Curriculum Studies. 11(2), 48-66.

Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators w...

Nixon, S., & Hart, T. (2014). Condoms and contradictions: Assessing sexual health knowledge in lesbian, gay, bisexual, trans, and queer youth labelled with intellectual disabilities. Critical Disability Discourse/Discours Critiques dans le Champ du Handicap 6, 107-139.

Science education researchers increasingly focus on the use of controversial science topics in the classroom to prepare students to make personal and societal decisions about these issues. However, researchers infrequently investigate the diverse ways in which students learn about controversial science topics outside the classroom, and how these interact with school learning. Therefore, this study uses qualitative, ethnographic research methods to investigate how 20 high school students attending a New York City public school learn about a particular controversial science topic-HIV/AIDS-in different contexts, as well as how different sources of learning interact. In addition to finding that learning about HIV/AIDS happens across seven contexts of students' lives in diverse ways, including and beyond school settings, this study finds that students integrate learning that happens in these different contexts to shape their understandings and perspectives on HIV/AIDS issues. These findings are used to discuss the place of school learning within students' thinking about HIV/AIDS, highlighting ways in which students both value and discount their school learning in relation to other sources of learning. On the basis of our analysis, we make suggestions for bringing different sources of learning into the classroom to facilitate critical analysis of controversial science topics.

It is widely accepted that sex and relationships education (SRE) is an adversarial subject. Though there is ample evidence of its significance for young people's sexual health and wellbeing, the subject is entrenched in political and cultural conflict and differences of opinion from parents, teachers, governors, religious organisations, and young people. Many Catholics' beliefs regarding sex differ from those of the Catholic hierarchy. My thesis explores this issue from the perspectives of Catholic parents in England and focusses on their views of young people's learning about sex and relationships, and how Catholicism has influenced this. Using a qualitative methodology informed by feminist research principles, Catholic parents' perceptions of SRE were explored using in-depth interviews. A variety of Catholic parents' voices (11 participants) were identified using existing networks and snowballing techniques. The reasoning behind parents' choices and views relating to their children's learning about sex and relationships was explored using an interpretivist approach. The empirical findings from this study contribute unique insights to understanding Catholic parents' support for young people's learning about sex and relationships. Subjective factors (for example, the experience of divorce) influenced the way many of the participants thought about, or provided, SRE for their children. Although they had little knowledge of school provision, most supported unbiased, compulsory SRE curricula. Learning about sex and relationships within the family often relied on an opportunistic and open approach, however many of the participants identified their own poor SRE as a barrier to the education they (aimed to) provide for their children. Perhaps unsurprisingly, the findings from this project suggest that Catholicism influenced some of the participant's thinking about SRE. Additionally, this was also evident in those who no longer practiced as a Catholic. Overall, this study brings to light the complexities, contradictions, and subtleties regarding Catholic parents' views on young people's learning about sex and relationships.

Despite recognition of the importance of a developmentally appropriate approach to sexuality education, there is little direct guidance on how to do this. This study employed in-depth interviews with experienced sexuality educators and developers of sexuality education materials to identify how this concept is understood and applied in the field. Developmentally appropriate sexuality education was conceptualized consistently across interviews to include (a) addressing developmentally relevant topics, (b) adapting content to cognitive development, (c) accommodating developmental diversity, and (d) facilitating the internalization of sexual health messages. However, these views fell short of incorporating the breadth of knowledge offered by adolescent development research.

Science education researchers increasingly focus on the use of controversial science topics in the classroom to prepare students to make personal and societal decisions about these issues. However, researchers infrequently investigate the diverse ways in which students learn about controversial science topics outside the classroom, and how these interact with school learning. Therefore, this study uses qualitative, ethnographic research methods to investigate how 20 high school students attending a New York City public school learn about a particular controversial science topic-HIV/AIDS-in different contexts, as well as how different sources of learning interact. In addition to finding that learning about HIV/AIDS happens across seven contexts of students' lives in diverse ways, including and beyond school settings, this study finds that students integrate learning that happens in these different contexts to shape their understandings and perspectives on HIV/AIDS issues. These findings are used to discuss the place of school learning within students' thinking about HIV/AIDS, highlighting ways in which students both value and discount their school learning in relation to other sources of learning. On the basis of our analysis, we make suggestions for bringing different sources of learning into the classroom to facilitate critical analysis of controversial science topics.

Science education researchers increasingly focus on the use of controversial science topics in the classroom to prepare students to make personal and societal decisions about these issues. However, researchers infrequently investigate the diverse ways in which students learn about controversial science topics outside the classroom, and how these interact with school learning. Therefore, this study uses qualitative, ethnographic research methods to investigate how 20 high school students attending a New York City public school learn about a particular controversial science topic-HIV/AIDS-in different contexts, as well as how different sources of learning interact. In addition to finding that learning about HIV/AIDS happens across seven contexts of students' lives in diverse ways, including and beyond school settings, this study finds that students integrate learning that happens in these different contexts to shape their understandings and perspectives on HIV/AIDS issues. These findings are used to discuss the place of school learning within students' thinking about HIV/AIDS, highlighting ways in which students both value and discount their school learning in relation to other sources of learning. On the basis of our analysis, we make suggestions for bringing different sources of learning into the classroom to facilitate critical analysis of controversial science topics.

Science education researchers increasingly focus on the use of controversial science topics in the classroom to prepare students to make personal and societal decisions about these issues. However, researchers infrequently investigate the diverse ways in which students learn about controversial science topics outside the classroom, and how these interact with school learning. Therefore, this study uses qualitative, ethnographic research methods to investigate how 20 high school students attending a New York City public school learn about a particular controversial science topic-HIV/AIDS-in different contexts, as well as how different sources of learning interact. In addition to finding that learning about HIV/AIDS happens across seven contexts of students' lives in diverse ways, including and beyond school settings, this study finds that students integrate learning that happens in these different contexts to shape their understandings and perspectives on HIV/AIDS issues. These findings are used to discuss the place of school learning within students' thinking about HIV/AIDS, highlighting ways in which students both value and discount their school learning in relation to other sources of learning. On the basis of our analysis, we make suggestions for bringing different sources of learning into the classroom to facilitate critical analysis of controversial science topics.

‘Teachers expect parents to teach you. Parents expect teachers to teach you. So actually you
learn nothing and nobody wants to talk about it’. This quote from this research study is an
adolescent girls’ cry for liberation from the silence related to sexuality because of the
general reluctance of adults to talk to them about it. Given the growing concerns raised
about the sexual and reproductive health of adolescents in South Africa, the aim of this
study was to conduct research with adolescent girls as subjects in order for girls’ voices to
enhance adult researchers’ understanding of children’s need for support and guidance in
the context of sexuality education. The purposively selected sample included 75 participants
from three diverse high schools in the Western Cape. The research was conducted using a
phenomenological approach that values the lived experiences of participants as significant
in contributing to the knowledge on adolescent sexuality. A qualitative interpretative
research design was applied to collect the data. This article argues that adults cannot help
adolescents in their sexual emancipation – to be free – if they themselves are not free. If they
were free, they would have been able and willing to engage with adolescents in every
aspect, which includes their sexuality. Including adolescent girls as partners in transforming
sexuality education is presented as a core principle for the sexual emancipation of both
adolescent girls and adults.

h i g h l i g h t s Sexuality education teachers view their position as inherently risky. Teachers feel a unique sense of responsibility to provide quality sex education. Teachers rely on this unique sense of self to justify resistance in the classroom. This demonstrates a form of mediated agency on behalf of teachers.

With the rapid expansion of online learning as a dominant pedagogical
approach in higher education, significant research has been undertaken
to explore the impacts of internet-based technologies to promote student
engagement. Current advances in online learning have fostered innovative,
and often nuanced approaches to teaching and learning that have
the potential to promote rich and potentially transformative learning
outcomes for higher education students. However, there is a growing
body of evidence that clearly highlights that online learning may have
a deleterious impact on a student’s sense of connection, leading to
experiences of isolation and disempowerment. Such experiences call for
an ongoing reimagination of the online teaching space to ensure that
students maintain a strong sense of identity within their virtual educational
community. This paper emphasises an approach to online learning
that serves to foster positive engagement across the student lifecycle.
Using Nell Noddings’ framework of Moral Education, we engaged in the
process of critical reflection on our own teaching over time, using student
data to support analyses.

Professional Development at the University of KwaZulu-Natal. Her areas of interest include development work in rural schools and the importance of immersing teachers in initial teacher education in a range of contexts in order for them to challenge conventional notions of excellence and move towards asking questions about resilience in education.

This study explores how the memorable messages we receive and those we do not receive complicate the negotiation of sexual health and well-being among women and gender minorities. These powerful accounts reveal the tensions women and gender minorities experience managing what they were told about their sexual identity and sexual health by their parents and educators and those messages they wish they had received instead. Women and gender minorities recall memorable sexual health messages about abstinence, protection, and danger. Their recollections suggest that they want messages that center around positivity, pleasure, and dialogue, and that affirm diverse sexualities and genders. This work emphasizes that for parents and educators especially, what they do not say about sexual health may be just as impactful as what they do say.

Peer sexuality educators’ accounts of their work reveal two approaches to empathy with their students: affinity and alliance. ‘Affinity-based empathy’ rests on the idea that
the more commonalities sexuality educators and students share (or perceive they share), the more they will be able to empathise with one another, while ‘alliance-based empathy’ is an analytical process of considering the social contexts that shape others’ lives. We assess the potential for each source of empathy to equip peer sexuality educators to counter hierarchical models of teaching and learning, effect social change and promote the interests of youth. Because shared identity categories prove difficult to
manage and sustain, we find affinity alone does not offer peer sexuality educators lasting opportunities to work with young people. In contrast, developing alliance-based
empathy prepares peer educators – indeed, all sexuality educators – to identify inequalities or barriers that others face and seek ways to foster social change. We conclude with recommendations for future research.

In this essay 1 explore culturally responsive epistemologies and pedagogies in online education that integrate difference (based on gender, race, geography, ethnicity, class, sexuality, size, affiliation, and physical ability, for example), open-endedness, and conductive reasoning through practices of collage, appropriation, and fragmentation.' This approach offers a theoretical framework for online educators to produce curricula and pedagogies that are more supportive of making sense of the multiple subjectivities and complex discourses that lifelong learners confront in a postmodern, postcolonial, and media-dense era marked by increasing social and cultural hybridity.2 "Cultural hybridity" will be used to describe these anti-essentialist approaches to social and cultural difference in relation to online education learners, in contrast with the predominant constructions of online learners as static unified subjects and the traditional models of instructional design that dominate online education curricula and pedagogies? I suggest approaches to online learning that create liminal spaces (epistemologies and pedagogies that exist with/through/between dominant and nondominant discourses) for the negotiation of knowledge and identity.

This feminist ethnographic study considers the rhetoric of "children having children" in debates over school-based sexuality education, a rhetoric that is universalizing but racialized and gendered. I use participant observation and interview data I collected in a North Carolina school system that serves a predominantly African American, low-income student population. I explore educators', activists', and policymakers' responses to state legislation requiring that public schools provide sexuality education that teaches students to abstain from sexual activity outside of heterosexual marriage. In school-board meetings, proponents and opponents of the mandated instruction alike cast low-income, African American girls as central to perceived problems of teen pregnancy, promiscuity, and disease. Those advocating "abstinence-only sexuality education" argued that their curricula would protect innocent children from others' corrupting influence; racialized language and images suggested that these "others " were poor, African American girls. Those promoting "comprehensive sexuality education" recast these girls as "children having children "-innocents who needed guidance and who could not be held responsible for their missteps. In some ways, the rhetoric of "children having children " is a redemptive response to notions of African American and low-income women and girls as sexually excessive. However, the rhetoric is ultimately constraining, for it forestalls concern about boys' and men's sexualities, elides the specificities of African American women's and girls' sexual lives, and fails to recognize African American girls and women as simultaneously sexual, struggling, and worthy of protection.

The relationship between "adults" and those bodies yet to achieve this discursively constituted position-children, adolescents, youth-is one that overlaps with the intersections of education, sexuality studies, queer theory, and youth studies. That is, the constructions of what and who constitutes "adult" or "not-yetadult" by adults, themselves, have widespread ramifications for many of the central concerns of scholars with theoretical and methodological interests in youth, curriculum and pedagogy, gender and sexuality, sex education, and LGBTQ students and teachers. When do youth become aware of their sexuality? What is the relationship between queer and trans adults and queer and trans youth? How should sex education be taught in secondary versus primary school? Do parents have in say the determination of a sex education curriculum? Book Review: Sexuality in School STIEGLER 135

Background: Accessible, culturally relevant data collection tools to assess the sexual health knowledge of lesbian, gay, bisexual, trans, queer and questioning (LGBTQ) young people
labelled with intellectual disabilities are sparse.
Materials and Methods: Using community-based participatory research (CBPR) we piloted a variety of interactive activities designed to assess the sexual health knowledge and decision making skills of LGBTQ young people with intellectual disabilities.
Results: Posters created by youth participants suggested substantial sexual health knowledge and empowerment, while individual knowledge assessment scores indicated a range in understanding of risks and strategies to avoid pregnancy, HIV and herpes. 
Conclusions: These findings reinforce the importance of using multiple strategies to assess sexual knowledge with this population. Creative evaluation strategies catering to the cultural specificities, sexual experiences, and cognitive abilities of diverse youth help to clarify gaps in knowledge and areas for renewed attention.

The project was undertaken in order to gain a deeper understanding of the conceptual and practical relationships between education and activism. Of particular concern is how teachers perceive this landscape from social, cultural, political, and pedagogical perspectives. Underpinning this research is a presupposition that education has the potential to create a less oppressive and more socially just world.

In this essay Sharon Lamb considers how progressives have begun to win the longstanding battle to shape sex education and what they have had to give up in the process. After framing the battle in historical context, Lamb uses discourse analysis to explore the hidden values in the ''evidence-based'' (EB) curricula that progressives currently favor and that pass for neutral today. As her analysis reveals, EB curricula privilege three discourses -a discourse of science, a discourse of healthy choices (with an emphasis on individuals), and a discourse of efficacy -all of which are grounded in ideology and serve to legitimize certain kinds of knowledge while undermining other kinds. Lamb concludes by proposing eight tenets for the future of sexuality education, which are intended to displace the eight tenets codified by proponents of abstinence-only-until-marriage sexuality education.

Although peer sexual health education is a common form of sexual health promotion for youth, systematic reviews of these programs are relatively rare. In this study we interviewed youth peer educators to inquire about their experience of program evaluation and their perception of what is needed to develop effective evaluation practices. Data were collected from eighteen participants in semi-structured qualitative interviews of youth (aged 16-28 years) sexual health peer educators in Ontario, Canada. Community-based research principles were employed throughout the project with youth involved in all stages of the research. Analysis of the data revealed four key themes relating to youth sexual health peer education evaluation: i) varied program goals; ii) benefits to peer educators; iii) diverse evaluation methods; and iv) challenges in conducting evaluation. We discuss the relevance of our findings for evaluation practices of peer sexual health education programs.

Although peer sexual health education is a common form of sexual health promotion for youth, systematic reviews of these programs are relatively rare. In this study we interviewed youth peer educators to inquire about their experience of program evaluation and their perception of what is needed to develop effective evaluation practices. Data were collected from eighteen participants in semi-structured qualitative interviews of youth (aged 16-28 years) sexual health peer educators in Ontario, Canada. Community-based research principles were employed throughout the project with youth involved in all stages of the research. Analysis of the data revealed four key themes relating to youth sexual health peer education evaluation: i) varied program goals; ii) benefits to peer educators; iii) diverse evaluation methods; and iv) challenges in conducting evaluation. We discuss the relevance of our findings for evaluation practices of peer sexual health education programs.

Significant changes in the way sexual health curricula would be imagined and taught occurred after the 2005 educational reforms were implemented in Quebec. Based on data collected over five years of program evaluations and interviews with community-based educators and teachers, we examine the innovative sexual health education model of the "Sense Project, " developed by Head & Hands / À Deux Mains in Montreal, and the overwhelmingly positive youth response to our program in schools and in other community youth organizations. Here we discuss some of the challenges, possibilities, and strategies involved with establishing partnerships between schools and community-based sexualities educators.

Sexual health education is taking new innovative directions in establishing pedagogical partnerships between schools and community-based sexualities educators. Evaluations of The Sense Project, a community-based sexual health program in Montreal, demonstrate that youth respond enthusiastically to these initiatives. The partnerships, however, must navigate through the same epistemological and cultural tensions occurring everywhere as we collectively re-define knowing about questions of the body, sexualities, gender and youth.
In the first phase of this study, former students of sex education reflect on their sexual health learning experiences. The study identified the content and pedagogies that supported or interfered with meaningful learning. Building on those insights, interviews with several teachers and community-based educators articulate what they see as the possible barriers and potential benefits of forming sexual health teaching partnerships. Implications for both groups of communities of practice are explored through the rich data emerging from their interviews. The findings of this study suggest that the pedagogical practices developed by this community agency offer an excellent resource for teachers and students of sexual health, and a model for other community educators. Recommendations are made to teacher education institutions regarding the theoretical, reflexive and praxis components that would support pre-service training in sexualities pedagogy. Finally, based on the model offered by the community-based educators, the thesis presents fifteen principles essential to the development and implementation of good sexual health pedagogy.

The authors explore recent efforts to push sexuality education and research for and about young people out of U.S. public schools. Their analysis focuses on two recent local instances in Lubbock, Texas, where young people unsuccessfully argued against abstinence-only education and for comprehensive instruction, and in Fairfax County, Virginia, where school administrators and school board members unsuccessfully tried to add questions about sexual behavior to an existing survey of risk behavior. These and other local debates reflect broader understandings of sexuality as a site of risk and schools as sites of protection from risk. The authors resist this understanding and argue that the real risk lies in failing to equip and support young people in their sexual lives. The article concludes with recommendations for how, first, to resist impoverished perspectives of sexuality as only risk and youth as only vulnerable and, second, to acknowledge young people’s subjectivity and embodiment.