Social Landscapes: A Conservative Turn for Russian Gender and Sexuality Education

2019 ◽  
pp. 15-46
Author(s):  
Dmitrii S. Tolkachev ◽  
Varvara M. Vasileva
Keyword(s):  
Sexuality Education ◽  
Gender And Sexuality ◽  
Social Landscapes ◽  
Conservative Turn

scholarly journals Histórias e narrativas digitais na educação sexual da infância: possibilidades e limitações

Perspectiva ◽  
2016 ◽  
Vol 33 (3) ◽  
pp. 1041-1068
Author(s):  
Luciana Kornatzki ◽  
Maria Isabel Seixas da Cunha Chagas
Keyword(s):  
Literature Review ◽  
Sex Education ◽  
Research Methodology ◽  
Sexuality Education ◽  
Digital Storytelling ◽  
Digital Technologies ◽  
Gender And Sexuality ◽  
Childhood Sexuality ◽  
Sexuality And Gender ◽  
And Gender

As histórias estão presentes nos espaços escolares da infância e contribuem na construção da criança, de suas sensibilidades e subjetividades. As narrativas digitais, que possibilitam a relação entre história e tecnologias digitais, podem contribuir na inserção das Tecnologias Digitais na escola e em propostas em educação sexual. Objetiva-se, neste artigo, refletir sobre esse recurso como possibilidade pedagógica na problematização do gênero e sexualidade com a infância. Para isso, são apresentadas algumas reflexões sobre histórias e narrativas, assim como uma revisão de literatura, resultante de uma metodologia de pesquisa bibliográfica às bases de dados de Educação, sobre o uso das narrativas digitais em contextos educativos e também em educação sexual, sexualidade e gênero. Reflete-se também sobre limites e possibilidades desse recurso nas temáticas em discussão e mostra-se um cenário de aprendizagem que clarifica e objetiva a proposição das narrativas digitais nessas temáticas. Dessa forma, compreende-se a importância da busca por novas propostas pedagógicas de educação sexual com crianças, incluindo contribuições das tecnologias digitais nesse processo. Digital storytelling in childhood sexuality education: possibilities and limitations AbstractThe stories are present in kindergarten and contribute to the construction of the child, his/her sensibilities and subjectivities. The digital narratives that enable relationships between stories and digital technologies, can contribute to the integration of digital technologies in schools and to the rise of new proposals on sex education. We aim to reflect on this feature as a learning possibility to the problematization of gender and sexuality with children. Therefore, we present some reflections about stories and narratives, as well as a literature review, resulting from a bibliographical research methodology to databases of Education, on the use of digital storytelling in educational contexts as well as in sex education, specifically sexuality and gender. We also reflect about the limits and possibilities of storytelling in sex education and present a learning scenario that clarifies and concretizes the proposition of digital storytelling in these themes. We understand the importance of the search for new educational proposals for children’s sex education, including the contributions of digital technologies in the process.Keywords: Sexuality. Storytelling. Computers and education. Récits numériques dans l'éducation sexuelle a l'enfance: possibilités et limites Résumé Les histoires sont présentes à l'école maternelle et contribuent à la construction de l'enfant, ses sensibilités et subjectivités. Les récits numériques qui permettent établir des relations entre les histoires et les technologies numériques, peuvent contribuer à l'intégration des technologies numériques dans l’école et à la création de nouvelles propositions sur l'éducation sexuelle. Nous visons à réfléchir sur cette fonctionnalité comme une possibilité d'apprendre à la problématisation du genre et la sexualité avec les enfants. Par conséquent, nous présentons quelques réflexions sur les histoires et récits, ainsi que d'une revue de la littérature, résultant d'une méthodologie de recherche bibliographique à des bases de données de l'éducation, sur l'utilisation de la narration numérique dans des contextes éducatifs ainsi que dans l'éducation sexuelle, en particulier la sexualité et le genre. Nous réfléchissons aussi sur les limites et les possibilités de la narration dans l'éducation sexuelle et présentons un scénario d'apprentissage qui clarifie et concrétise la proposition de la narration numérique dans ces thèmes. Nous comprenons l'importance de la recherche de nouvelles propositions pédagogiques pour l'éducation sexuelle des enfants, y compris les contributions des technologies numériques dans le processus.Mots-clés: Sexualité. Contes. Ordinateurs et Éducation.

scholarly journals Sexuality education and early childhood educators in Ontario, Canada: A Foucauldian exploration of constraints and possibilities

2021 ◽  
pp. 146394912110607
Author(s):  
Adam WJ Davies ◽  
Alice Simone-Balter ◽  
Tricia van Rhijn
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Sexuality Education ◽  
Professional Training ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Gender And Sexuality ◽  
Early Years ◽  
Professional Practices ◽  
Sexual Diversity

Open conversations regarding sexuality education and gender and sexual diversity with young children in early childhood education settings are still highly constrained. Educators report lacking professional training and fearing parental and community pushback when explicitly addressing these topics in their professional practices. As such, gender and sexual diversity and conversations of bodily development are left silenced and, when addressed, filtered through heteronormative and cisnormative frameworks. Through a Foucauldian post-structural lens, this article analyses data from open-ended qualitative questions in a previous research study regarding early childhood educators’ perceptions on discussing the development of sexuality in early learning settings in an Ontario, Canada context. Through this Foucauldian post-structural analysis, the authors discuss forms of surveillance and regulation that early childhood educators experience in early learning settings regarding the open discussion of gender and sexuality. The authors explore how both the lack of explicit curricula addressing gender and sexuality in the early years in Ontario and taken-for-granted notions of developmentally appropriate practice, childhood innocence, and the gender binary – employed in discourses of sexuality education in the early years – regulate early childhood educators’ professional practices. The authors provide recommendations which critique the developmentalist logics – specifically, normative development – that are used to silence non-heterosexual and non-cisgender identities in the early years, while articulating the need for explicit curricula for educators in the early years regarding gender and sexuality in young children.

scholarly journals Educación sexual y género en primarias mexicanas ¿qué dicen los libros de texto y el profesorado?

2017 ◽  
Vol 21 (2) ◽  
pp. 1
Author(s):  
Adriana Leona Rosales-Mendoza ◽  
Fernando Salinas-Quiroz
Keyword(s):  
Teacher Training ◽  
Sexuality Education ◽  
Sixth Grade ◽  
Gender And Sexuality ◽  
Quintana Roo ◽  
Gender Perspective ◽  
Primary School Teachers ◽  
Emotional Bonds ◽  
Sexuality And Gender ◽  
And Gender

The aim of this research was to review and analyze, from a gender perspective, the sexuality and gender contents included in the textbooks of Natural Sciences, Civics, and Ethics for the fourth, fifth and sixth grade of elementary school; this was done to point out the strengths and weaknesses on how to address these issues. We, likewise, inquired about teacher training in sexuality and gender topics, for which we relied on the testimony of four interviews with primary school teachers from Quintana Roo and Yucatán (two states of the Mexican southeast): two of them were from fifth grade, and two others were from sixth grade. The results showed that the contents of the textbooks reduce the sexuality topic to reproduction, and they do not include eroticism, which is considered relevant in the approach to comprehensive sexuality education. Similarly, these contents transmit heteronormative ideas regarding emotional bonds, and do not fully incorporate the gender perspective, since they fail to denounce the inequality between men and women. Teacher training is deficient and it emphasizes the effect of the hidden curriculum, as stereotypes and prejudices of gender and sexuality are being transmitted. 

scholarly journals GÊNERO E SEXUALIDADE EM POLÍTICAS CONTEMPORÂNEAS: ENTRELACES COM A EDUCAÇÃO

Roteiro ◽  
2016 ◽  
Vol 41 (2) ◽  
pp. 475 ◽  
Author(s):  
Bianca Salazar Guizzo ◽  
Jane Felipe
Keyword(s):  
Teacher Training ◽  
Cultural Studies ◽  
Gender Studies ◽  
Sexuality Education ◽  
Public Policies ◽  
Gender And Sexuality ◽  
Palabras Clave ◽  
Estudios Culturales

<p><strong>Resumo</strong>: A partir das contribuições dos Estudos de Gênero e dos Estudos Culturais, os propósitos principais deste trabalho são: 1) apresentar algumas políticas públicas que mencionam as questões de gênero e sexualidade; 2) discutir aspectos que têm dificultado a inserção dessas questões nas escolas. Os resultados apontaram que tem havido um incremento de documentos que dão visibilidade às questões de gênero e sexualidade. Porém, alguns deles não chegam a ser postos em prática, em virtude da resistência de setores conservadores. Apesar disso, tem ocorrido um esforço para contemplar tais questões no currículo, embora ainda sejam apontadas algumas dificuldades que se vinculam à falta de formação docente e à resistência das famílias em permitir o trabalho com tais temáticas.</p><p><strong>Palavras-chave</strong>: Políticas Públicas. Gênero. Sexualidade. Educação.</p><p><strong>GENDER AND SEXUALITY IN CONTEMPORARY POLICIES: INTERLINKS WITH EDUCATION</strong></p><p><strong>Abstract</strong>: Based on the contributions of Gender Studies and Cultural Studies, the main purposes of this work are: 1) to present some public policies that mention gender and sexuality issues; 2) to discuss aspects that have hindered the inclusion of these issues in schools. The results showed that there has been an increase of documents that make gender and sexuality visible. However, some of them fail to be implemented, due to resistance of conservative groups. Nevertheless, there has been an effort to contemplate these issues in the curriculum, in spite of difficulties linked to the lack of teacher training as well as to family resistance to pedagogical work with such issues.</p><p><strong>Keywords</strong>: Public Policies. Gender. Sexuality. Education.</p><p><strong>GÉNERO Y SEXUALIDAD EN LAS POLÍTICAS CONTEMPORÁNEAS: ARTICULACIONES CON EL CAMPO DE LA EDUCACIÓN</strong></p><p><strong>Resumen</strong>: A partir de las contribuciones de los Estudios de Género y de los Estudios Culturales, los principales objetivos de este trabajo son: 1) presentar algunas políticas públicas que mencionan las cuestiones de género y la sexualidad; 2 ) examinar las cuestiones que han impedido la inclusión de estos temas en las escuelas . Los resultados mostraron que ha habido un aumento de documentos que dan visibilidad a las cuestiones de género y sexualidad. Pero algunos de ellos no llegan a ser usados y trabajados en las escuelas, debido a la resistencia de los sectores conservadores. Ha habido un esfuerzo por contemplar estas cuestiones en los planes de estudios.  Sin embargo se identifican algunas dificultades que están vinculados a la falta de formación del profesorado y la resistencia de las familias para permitir el trabajo con las cuestiones de género y sexualidad. </p><p><strong>Palabras clave</strong>: Políticas Públicas. Género. Sexualidad. Educación.</p>

scholarly journals “Such Conversations Are Not Done in the Families”: A Qualitative Study of the Determinants of Early Adolescents’ Access to Sexual and Reproductive Health and Rights Information in Rwanda.

2021 ◽  
Author(s):  
Valens Mbarushimana ◽  
Daphney Nozizwe Conco ◽  
Susan Goldstein
Keyword(s):  
Reproductive Health ◽  
Qualitative Study ◽  
Sexuality Education ◽  
Sexual And Reproductive Health ◽  
Early Adolescents ◽  
Public Institutions ◽  
Gender And Sexuality ◽  
Key Informants ◽  
Faith Based ◽  
Faith Based Organizations

Abstract Background Acces to sexual and reproductive health and rights information during adolescence is a basic human right. This study investigated the key informants’ perspectives on the benefits, sources of information, and the determinants (enablers and hindrances) of sexual and reproductive health and rights information among early adolescents in Rwanda. Methods a qualitative study using semi-structured interviews with purposively selected public and private key informants in Rwanda was conducted. Interview transcripts were imported in Nvivo 11 for thematic analysis. Results In total, sixteen interviews involving an equal number of male and female participants were conducted. Despite it being perceived as a taboo topic, participants acknowledged sexuality education as beneficial for early adolescents and confirmed that there are various channels for accessing gender and sexuality information. The school comprehensive sexuality education was depicted as a common source of information, while parents were not. Participants highlighted disparities in information access between rural and urban settings. Faith-based organizations and public institutions did not share the same perspective on the topics that should be covered in gender and sexuality education. Faith-Based Organizations focused on moral values of abstinence and virginity, while public institutions emphasized ways of having safe sex including the use of modern contraceptive methods. Participants noted the need to address the confusion about the concept of gender. Participants’ reflections on gender dynamics revealed that compared to girls, boys culturally override sexual health. Participants thought that access to gender and sexuality information by early adolescents depended on multiple factors at the individual (curiosity, age, behaviours), relationships (discussions with parents, peer sexual norms), community (the content of the curriculum, culture, religious beliefs), and societal (economic challenges, policy, and laws) levels. Conclusion Participants from various backgrounds acknowledged the benefits of sexuality education, as well as the various channels available to younger adolescents for accessing SRHR information, even though their perspectives on the content differed. The study’s multi-layered analysis revealed potential areas for improving early adolescents’ access to gender and SRHR information.

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