Viewing Sexual Health Education through the Lens of Critical Pedagogy: A Case Study in Chicago Public Schools

Abstract

Comprehensive sexual health education (SHE) programs are being implemented in many state and local jurisdictions. Much research has focused on the strength and effectiveness of such programs. However, the experiences of teachers and students in their implementation is underexplored. A case study of the implementation of the SHE policy and curriculum in Chicago Public Schools sought to explore teachers’ and students’ experiences. Sixteen teachers were interviewed and five student focus groups, including 46 students, were conducted. Both teachers and students identified opportunities to improve upon the current program, including to (1) incorporate more student-centered learning opportunities and allow for tailoring to each specific group of students; (2) use discussion and dialogue to encourage students’ exploration of their own opinions and identities and development of a sense of agency over their own learning; (3) shift focus from risk reduction to a more holistic focus on healthy sexual wellbeing; and (4) directly discuss current health inequities, contributing factors, and intersectionality. These findings align with a critical pedagogical approach and underscore the need to understand SHE implementation within its sociopolitical context. Implications of the use of critical pedagogy as a framework for SHE in Chicago and beyond are discussed.

Mapping out the higher education curricula to locate pre-service teachers training in health education: the case for critical pedagogy

“…Health education accompanied the rise and foundation of public health, taking various forms from fascist indoctrination (Fitzpatrick & Tinning, 2014) to didactic and moralistic communication on health maintaining a judgmental and totalitarian character (Jensen, 1997), which is reminiscent of the recent public health crisis. To the other end, in times of public health normalcy, health education may adopt an emancipatory character, placing at hear solidarity and viewing health as a public good following the mandates of the World Health Organization for equity (Jarpe-Ratner & Marshall, 2021;Martinson & Elia, 2018;Matthews, 2013;Simpson & Freeman, 2004).…”

“…By contrast, health subjectivism emerged to criticize and oppose the above dominant paradigm, proposing that meanings are constructed, negotiated and managed by different individuals and groups within various social and historical contexts, focuses on democratic education, including critical thinking, action and a holistic view of health, linked also to environmental issues (Broom & Willis, 2007). A solution to the Sisyphean regression of health education to health objectivism, medical hegemony and individualistic orientation towards health would be the revisit and revise the curricula of health education with critical pedagogy principles as advocated by a multitude of scholars (Jarpe-Ratner & Marshall, 2021;Kirk, 2018;Martinson & Elia, 2018;Matthews, 2013;Simpson & Freeman, 2004;Wallerstein & Bernstein, 1988).…”