‘<i>We’ve got a lack of family values</i>’: an examination of how teachers formulate and justify their approach to teaching sex and relationships education

Abbott, Keeley; Ellis, Sonja J.; Abbott, Rachel

doi:10.1080/14681811.2016.1169398

Cited by 12 publications

(7 citation statements)

References 29 publications

(30 reference statements)

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“…Attitudes and beliefs of educators and practitioners play a central role in the shaping and delivery of RSE (Abbott, Ellis & Abbott, 2016;Alldred & David 2007;van Leent, 2017). Universities, in this case education departments, have the unique opportunity and, arguably, a responsibility to support and develop the knowledge and confidence of prospective practitioners and teachers in approaching RSE (Renold & McGeeney, 2017;Ullman, 2017).…”

Section: From Sites Of Struggle To Opportunities For Agency-rightsmentioning

confidence: 99%

Examining Relationships and Sex Education through a child rights lens: an intersectional approach

Zanatta

2021

HRER

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Inspired by Audrey Osler’s call for the development of novel approaches to intersectionality in human rights education praxis, this article presents an undergraduate module on Children’s Rights, examining processes of teaching and learning about rights through the topic of Relationships and Sex Education (RSE). The module, designed for future educators, intersects elements of children’s rights education with the theoretical positions of queer studies and critical pedagogy. Drawing on data from two focus groups, consisting of students following the programme, the author analyses students’ views and attitudes to RSE, using Foucault’s overarching concept of problematisation and the concept of sites of struggle. Data analysis reveals tensions and potential clashes between the students’ professional selves, their personal values, and elements of the theoretical framework adopted in the course. These tensions are nevertheless constructive, highlighting the potential of children’s rights education to contribute to transformative human development.

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Section: From Sites Of Struggle To Opportunities For Agency-rightsmentioning

confidence: 99%

Examining Relationships and Sex Education through a child rights lens: an intersectional approach

Zanatta

2021

HRER

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“…Many challenges remain on how best to provide RSE that addresses gender power relations (Harrison & Ollis 2015) as well as domestic violence (Bell & Stanley 2006;Fox, Hale & Gadd 2014). Schools, rather than being spaces that challenge traditional gender relations, are often sites in which rigid (binary) gender roles and sexualities are constituted, reinforced and policed by young people and teachers (Bragg et al 2018, Davies 2003Renold 2005;Ringrose 2012;Abbott, Ellis & Abbott 2015, 2016Atkinson 2018). Abbott, Ellis & Abbott (2015) found teachers do not challenge but instead reinforce the gendered and heterosexist content that typifies most RSE provision.…”

Section: Introductionmentioning

confidence: 99%

‘Everyone knows someone in an unhealthy relationship’: young people’s talk about intimate heterosexual relationships in England

2020

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“…However, contemporary research highlights the need to re-evaluate teachers' stances. Specifically, it has been noted that with respect to curiosity, experimentation and pleasure, the issues that young people face contrast significantly with those that teachers believe that their students encounter (Abbott et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Early childhood sexuality education: Future educators’ attitudes and considerations

Brouskeli

Sapountzis

2017

Research in Education

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Sexuality education is one of the most disputable health education programs as far as its inclusion in Early Childhood Education is concerned. This study was conducted in order to investigate early childhood future educators' attitudes and considerations about introducing sexuality education to their future pupils. We used a qualitative research method: semi-structured interviews for two groups of students in the Department of Educational Studies in Early Childhood, University of Northern Greece. The results revealed that the students who had chosen and successfully completed a course about early childhood sexuality education were the ones who indicated the subject as one of the basic ones to be taught in the kindergarten. Furthermore, they expressed their considerations about Greek bibliography's lag in this field. Finally, they exhibited more readiness to introduce sexuality education to their future pupils than the rest of the students did. Students who had not attended a relative course referred to developmentally inappropriate subject areas, showing their inability or even riskiness to introduce sexuality to their pupils. The results suggested the students' need for relevant theoretical as well as practical education.

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‘We’ve got a lack of family values’: an examination of how teachers formulate and justify their approach to teaching sex and relationships education

Abstract: 2016): 'We've got a lack of family values': an examination of how teachers formulate and justify their approach to teaching sex and relationships education, Sex Education,

Cited by 12 publications

References 29 publications

Examining Relationships and Sex Education through a child rights lens: an intersectional approach

Examining Relationships and Sex Education through a child rights lens: an intersectional approach

‘Everyone knows someone in an unhealthy relationship’: young people’s talk about intimate heterosexual relationships in England

Early childhood sexuality education: Future educators’ attitudes and considerations

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