Children’s Rights, Well-Being, and Sexual Agency

Brennan, Samantha; Epp, Jennifer F

doi:10.1007/978-94-017-9252-3_14

Cited by 6 publications

(13 citation statements)

References 8 publications

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“…Wichtig scheint mir jedoch ein Perspektivenwechsel, der romantische Liebe während der Jugend und alle was dazu gehört, insbesondere auch Sexualität, nicht nur als Gefahr zu sehen, sondern die positiven Potentiale jugendlicher Liebe und die mit ihr verbundenen Fähigkeiten des Vertrauens, der Fürsorge, der Romantik, des sexuellen Begehrens, der Partnerschaft und Hoffnung zu stärken und jungen Menschen dabei zu helfen, diese zu entwickeln und zu leben. Dafür ist es auch nötig, vor die Lebensphase zu blicken und den nochmals sensibleren Topos kindlicher Gefühlswelten inklusive Begehren und Sexualität zu thematisieren Brennan und Epp 2015). Die Fähigkeiten und das Wissen, welches für eine gelingende romantische Liebe in der Jugend benötigt werden, haben ihre Wurzeln schon früher -in der frühkindlichen Entwicklung und Bindung (Ahnert und Maywald 2004), die es erlaubt jene Fähigkeiten und Einstellungen (Selbstvertrauen, Vertrauen in andere, Selbstwert etc.)…”

Section: Die Ermöglichung Und Regulierung Jugendlicher Liebe Durch Die Eltern Und Den Staatunclassified

Jugend, romantische Liebe und das gute Leben

Schweiger

2021

ZEMO

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ZusammenfassungIn diesem Text werde ich zwei Thesen entfalten: Erstens, dass romantische Liebe Teil einer guten Jugend ist. Liebe als Teil einer guten Jugend hat mehrere Bestandteile: Jugendliche sollten romantische Liebe erleben können, wenn sie es wollen. Sie sollten das Wissen und die Fähigkeiten erlangen, romantische Liebe zu verstehen und adäquat mit den positiven Potentialen und auch den Risiken umgehen zu können. Jugendliche sollten lernen, die möglichen Enttäuschungen, die mit romantischer Liebe verbunden sein können, adäquat zu verarbeiten und darin gegebenenfalls Unterstützung erfahren. Jugendliche sollten darin befähigt werden, die sozialen und kulturellen Normen und Praktiken, die die Vorstellungen romantischer Liebe prägen, zu reflektieren und zu hinterfragen. Zweitens ist zu klären, welche moralischen Rechte und Pflichten die Eltern und staatliche Institutionen haben. Ich plädiere dafür, diese so zu verstehen, dass sie Jugendliche in der Erlangung und adäquaten Auslebung romantischer Liebe unterstützen und ihnen bei der Entwicklung dieser Fähigkeiten die notwendigen Ressourcen zur Verfügung stellen sollten.

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Section: Die Ermöglichung Und Regulierung Jugendlicher Liebe Durch Die Eltern Und Den Staatunclassified

Jugend, romantische Liebe und das gute Leben

Schweiger

2021

ZEMO

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“…Robinson (2005) summarized three hegemonic discourses around childhood and sexuality. Brennan and Epp (2015) provided a further analysis of these three traditional discourses and detected a fourth emerging discourse. Below, the four main discourses will be explained.…”

Section: Discourses Of Children's Sexualitymentioning

confidence: 99%

“…Children who have engaged in sexual activities are considered "kids gone wrong" and "out-of-control." Parents or schools are often held responsible because they did not take their responsibility to teach the children well enough and protect them from the outside dangers (Bragg and Buckingham, 2013;Brennan and Epp, 2015). The emphasis on control and protection negates children's sexual needs.…”

Section: Moral Panic: Sexual Beings In Need Of Strict Controlmentioning

confidence: 99%

“…However, the biggest difference lies in the fact that it grants children (some) autonomy over their sexuality. Although the proponents of this discourse acknowledge that less mature children require protection, they emphasize that the immaturity of children should not negate their autonomy, and that protection should not be understood strictly in opposition to this autonomy (Brennan and Epp, 2015). They want to debunk the claim that children are asexual and that sexuality is not relevant to them (Egan and Hawkes, 2010;Robinson, 2013).…”

Section: The Common Characteristics Of the Three Discoursesmentioning

confidence: 99%

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European legislators’ attitudes toward childhood sexuality from the perspective of age of consent legislation

Zhu

2021

European Journal of Criminology

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Childhood sexuality is a culturally constructed notion, which has constantly been subjected to change. Various constructions of childhood sexuality represent different attitudes toward children's engagement in sex. As a substantial factor in regulating children's sexuality, a country's age of consent legislation is an important indicator of the national legislator's attitudes toward childhood sexuality. This study summarizes four main discourses around child sexuality, ranging from traditional constructions that solely focus on protecting the child's “innocence” to modern notions that provide more leeway for children to explore their sexuality. By juxtaposing these discourses against the current age of consent laws in 57 European jurisdictions, it appears that national law makers in Europe are still mainly influenced by the traditional construction of childhood sexuality, which results in various negative consequences. To avoid the disconnect between academic discussions about childhood sexuality and legislatos' rationales for their actions, it is recommended that legislators take the latest findings in academia into account and reflect on the rationales behind their legislation.

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“…Young people’s access to discourses of positive rights to sex, sexuality, and relationships can be limited and has been subject to ongoing debate and resistance (Jackson & Scott, 2010 ; Moore, 2013 ). Narrow conceptualizations of youth sexuality can homogenize and pathologize young people’s developing sexual subjectivities and experiences and deny their agency which precludes full acknowledgment of positive rights (Brennan & Epp, 2015 ; Epstein et al, 2012 ). This has implications for the extent to which RSE is rights-based in terms of going beyond risk and harm to support rights to sexual health and well-being.…”

Section: Introductionmentioning

confidence: 99%

Department for Education Statutory Guidance for Relationships and Sex Education in England: A Rights-Based Approach?

Setty

Dobson

2022

Arch Sex Behav

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In England, the Children and Social Work Act (HMSO, 2017) bestowed compulsory status on relationships and sex education (RSE), which means that young people’s right to receive RSE has been codified in law. This paper analyzes how this right is upheld and enacted within the Department for Education (DfE) (2019) statutory guidance on RSE for schools in England. The analysis suggests that the guidance features contradictory discourses in which young people’s rights are ostensibly advanced, but remain structured by adult-centric, heteronormative understandings of sex and relationships. It upholds a decontextualized and legalistic approach to rights, responsibilities, informed choice, and decision making. A narrow conception of rights is particularly evident regarding young people’s digital sexual cultures, which are predominantly framed in terms of risk and harm. We argue that scholars should investigate how educators are designing and delivering RSE in light of the guidance, and the opportunities for and obstacles to a genuinely “rights-based” approach to RSE. While the policy discussed in this article is specific to England, the discussion has wider relevance for practitioners and policymakers across cultural and geographic contexts as it draws upon a model for analyzing how young people’s sexuality is presented and addressed in legislative and curricular documentation.

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Children’s Rights, Well-Being, and Sexual Agency

Cited by 6 publications

References 8 publications

Jugend, romantische Liebe und das gute Leben

Jugend, romantische Liebe und das gute Leben

European legislators’ attitudes toward childhood sexuality from the perspective of age of consent legislation

Department for Education Statutory Guidance for Relationships and Sex Education in England: A Rights-Based Approach?

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