dc.contributor.author |
Fainu, Hayley McGlashan |
|
dc.contributor.author |
Fitzpatrick, Katie |
|
dc.date.accessioned |
2024-07-11T23:47:26Z |
|
dc.date.available |
2024-07-11T23:47:26Z |
|
dc.date.issued |
2024-01-01 |
|
dc.identifier.citation |
(2024). Sex Education, ahead-of-print(ahead-of-print), 1-17. |
|
dc.identifier.issn |
1468-1811 |
|
dc.identifier.uri |
https://hdl.handle.net/2292/69196 |
|
dc.description.abstract |
In response to their experiences of heteronormative and cisnormative cultures in school contexts, some young people undertake various forms of action within their schools with the intention of changing practices, school environments, or school policies. This student-led action can be understood as a form of activism but it may also be seen as the enactment of sexual citizenship. Both activism and sexual citizenship usually sit outside of the formal curriculum in schools. So, what happens when activism and sexual citizenship are recognised in official curriculum policy and are formally studied as part of school programmes in senior high school? In this article, we draw on findings from two ethnographic projects conducted in two different school sites in Aotearoa New Zealand to explore the intersection between official curriculum practices in relationships and sexuality education (RSE) and student-led activism. We wonder what emerges at the intersection of activist approaches and sexual citizenship when these are domesticated by official technologies for curriculum design and assessment. |
|
dc.language |
en |
|
dc.publisher |
Taylor & Francis |
|
dc.relation.ispartofseries |
Sex Education |
|
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
|
dc.rights.uri |
https://creativecommons.org/licenses/by-nc-nd/4.0/ |
|
dc.subject |
3901 Curriculum and Pedagogy |
|
dc.subject |
3902 Education Policy, Sociology and Philosophy |
|
dc.subject |
39 Education |
|
dc.subject |
3904 Specialist Studies In Education |
|
dc.subject |
4 Quality Education |
|
dc.subject |
Social Sciences |
|
dc.subject |
Science & Technology |
|
dc.subject |
Life Sciences & Biomedicine |
|
dc.subject |
Education & Educational Research |
|
dc.subject |
Public, Environmental & Occupational Health |
|
dc.subject |
Curriculum |
|
dc.subject |
New Zealand |
|
dc.subject |
policy |
|
dc.subject |
sexuality education |
|
dc.subject |
health education |
|
dc.subject |
TRANSGENDER |
|
dc.subject |
YOUTH |
|
dc.subject |
SEX |
|
dc.subject |
1117 Public Health and Health Services |
|
dc.subject |
1302 Curriculum and Pedagogy |
|
dc.subject |
1699 Other Studies in Human Society |
|
dc.subject |
4206 Public health |
|
dc.title |
Studying gender and sexuality in school health education: an exploration of the intersection between the official curriculum and student-led activism |
|
dc.type |
Journal Article |
|
dc.identifier.doi |
10.1080/14681811.2024.2355480 |
|
pubs.issue |
ahead-of-print |
|
pubs.begin-page |
1 |
|
pubs.volume |
ahead-of-print |
|
dc.date.updated |
2024-07-01T00:45:19Z |
|
dc.rights.holder |
Copyright: The authors |
en |
pubs.end-page |
17 |
|
pubs.publication-status |
Published online |
|
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Article |
|
pubs.subtype |
Early Access |
|
pubs.subtype |
Journal |
|
pubs.elements-id |
1029950 |
|
pubs.org-id |
Education and Social Work |
|
pubs.org-id |
Curriculum and Pedagogy |
|
dc.identifier.eissn |
1472-0825 |
|
pubs.record-created-at-source-date |
2024-07-01 |
|
pubs.online-publication-date |
2024-05-29 |
|