Empowerment through sex education? Rethinking paradoxical policies
| Autor: | Els Rommes, Willy Jansen, M.M. Naezer |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Economic growth
Government 030505 public health media_common.quotation_subject 05 social sciences ComputingMilieux_PERSONALCOMPUTING Human sexuality Public administration Focus group Critical pedagogy Education Youth empowerment 03 medical and health sciences 050903 gender studies Critical theory Power structure Dynamics of gender ComputingMilieux_COMPUTERSANDSOCIETY Sociology 0509 other social sciences Anthropology and Development Studies 0305 other medical science Empowerment Social Sciences (miscellaneous) media_common |
| Zdroj: | Sex Education, 17, 6, pp. 712-728 Sex Education, 17, 712-728 |
| ISSN: | 1472-0825 1468-1811 |
| DOI: | 10.1080/14681811.2017.1362633 |
| Popis: | Contains fulltext : 175912.pdf (Publisher’s version ) (Open Access) Youth empowerment is the main goal of sex education according to Dutch Government and NGO policies. Academics from different disciplines have argued, however, that the ideal of empowerment through education is problematic, because of the unequal power relations implicated in educational practices. Building on one-and-a-half years of online and offline ethnographic fieldwork among Dutch youth, this article argues that Dutch sex educational policies inhibit rather than encourage young people's empowerment by allowing only a limited number of sexual knowledge building practices to thrive while making others nearly impossible. In order to facilitate young people's empowerment, policies should aim to create space for young people to develop their own themes and priorities, to offer a multitude of perspectives, to set the pace and to use different strategies for sexual knowledge building, including learning by doing and online learning. This requires a cultural shift that involves both an openness to young people's experimentation, and a change in existing power hierarchies based on age. 17 p. |
| Databáze: | OpenAIRE |
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