“Health and education policy, along with strong anti-discrimination legislation, secure the school’s responsibility to provide inclusive, supportive and empowering sexuality education” (NA, 2004) making it a safe and open experience. For sexuality education to be more successful they “should be designed to encourage… cognitive processes, taking into account developmental maturity of the target group” (NA, 2004). Ways of interesting students and encouraging understanding could include not only facts and documents but also discussion groups, planning exercises, scenario rehearsal, and role play activities” (Schaalma et al., 2004), as these would promote deeper learning.
Sexuality education is a delicate and complicated subject, not only to discuss but in fact to teach. Many teachers find it awkward and embarrassing to explain the ‘ins and outs’ of this socially censored topic. It is challenging for teachers to teach sex education without imparting their own views on students. However it can be said that neutral approach “is viewed as unrealistic and [a] less than ideal strategy” (Harrison et al. 1996), as it promotes dominant cultural norms. “In the case of sexuality education this [primarily] equates with male dominated hetrosex,” (Harrison et al. 1996) this therefore cements inequality for females and homosexuals. By remaining neutral teachers also “run the risk of being perceived by students as lacking the courage of their convictions and therefore credibility” (Harrison et al. 1996).
In our multicultural society many people have different views of sexuality education due to ethnicity, religion, race, age and gender. The teaching of sexuality education as part of school curriculum is often opposed by many Muslim parents, students and communities as they find that not only the “curriculum content… is objectionable… but also the presentation of the subject” (Sanjakdar, 2005). ‘Mission Muslim’, a website run by a group of concerned Muslims united by their beliefs, states in one article that although it is everyone’s role to educate about sexuality education, it should start at home with the father educating his sons and the mother her daughters. This article ‘Sex Education for Muslim Youths and their Parents’, although more open minded than many others still suggests that earlier education in this field will not combat this situation but rather inflate it. Other religious congregations, such as the Jewish and Catholic church, have views on sexuality education programs in school with their main concern being that the religious values and morals of their church are upheld. “Religious traditions affirm that sexuality is a divinely bestowed blessing for expressing love and generating life, for mutual companionship and pleasure. It is also capable of misuse, leading to exploitation, abuse and suffering. Sexuality, from a religious point of view, needs to be celebrated with joy, holiness and integrity, but it also demands understanding, respect, and self-discipline” (Supporting Comprehensive Sexuality Education; http://www25.uua.org/uuawo/pdf/SexEdPhoneBriefing.ppt#278,3,Religious Grounding ; viewed 29/05/07). Many of these congregations admit that sexuality education is need in a biological manner but suggest that a greater emphasis is given to the self-discipline sector. In terms of self discipline many religious entities propose using ‘Abstinence-Plus’ or ‘Abstinence-Only’ programs to encourage and attempt to ensure that students remain celibate until marriage. All of these religious views, no matter what specific beliefs each congregation holds, make it difficult for teachers and the education department to come up with a perfectly inclusive program.
Sexuality is an integral part of life that is part of each and every person from birth until death, it makes us who we are, and often unfortunately categorises us. This is why it is such an important strand part of the education system, and why is it is essential that it is taught in a manner that is successful in not only conveying information but also in being inclusive, supportive and empowering. Although there are many controversies and difficulties associated with sexuality education it is imperative that for our children’s future well being we make an effort to encompass the required knowledge in a way that is age appropriate and that attempts to suit parents’ values. Although a slightly embarrassing and awkward topic for teachers to discuss it is their responsibility to make that sex is seen as a normal part of life, rather than something to laughed at or ashamed of. Successful sexuality education refers to educating the youth of today about both the positive and negative factors that relate to sexuality and the practises that are involved, but also information on desire and homosexuality at an age appropriate level. As well these aspects the way the teacher approaches the topics, how they conduct themselves in the classroom & the environment which they create that makes it successful sexuality education.
REFERENCES:
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Definition of Sexuality; The Clarity Collective; (1990) cited on Family Planning Queensland; Version 7/2006
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Positioning sexuality education research on the Gold Coast of Queensland. (2004). [online: accessed 29/05/07]
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Supporting Comprehensive Sexuality Education. () http://www25.uua.org/uuawo/pdf/SexEdPhoneBriefing.ppt#278,3,Religious Grounding [online: accessed 29/05/07]
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Sanjakdar. Fida. (2005) Teachers’ struggle for an Islamically appropriate sexual health education curriculum at their school; [online: accessed 29/05/07]
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Harrison, Hillier, Walsh; 1996; ‘TEACHING FOR POSITIVE SEXUALITY: SOUNDS GOOD BUT WHAT ABOUT FEAR, EMBARRASSMENT, RISK and THE ‘FORBIDDEN’ DISCOURSE OF DESIRE?’
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Holland, Ramazanoglu, Thomson; 1998; ‘THE MALE IN THE HEAD’
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Schaalma, H. P., Abraham, C., Rogers Gillmore, M. and Kok, G. (2004) Sex education as health promotion: what does it take? Archives of sexual behavior, 33(3), 259-269; cited on Positioning sexuality education research on the Gold Coast of Queensland; [online: accessed 29/05/07]
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Dr. Shahid Athar;’ Sex Education for Muslim Youths and their Parents’; [online: accessed 29/05/07]
