No abstract

240EDUCATIONAL THEORY extramarital chastity, and to do so they rejected the view of male sexuality then held by some which saw the periodic ejaculation of semen as necessary to health. Sex, in the view of these advocates, needed to be restricted to occasional procreative acts with a loving partner.2 One physician of the time argued that "the sexual organs appear to be constructed along quite different lines from those of any other organ of the body and to be created for intermittent rather than for continuous use.'I3 Because these sex education advocates conceptualized sex in a certain way, they could promote educational programs of a particular sort aiming at specific results. According to Bryan Strong,The sex educators believed that if it were possible to impress upon the minds of youth that the end of sex was procreation rather than pleasure, then it was possible to use the ideology of procreation as "the ballast, the regulator of sex." If the young believed that the purpose of sex was the conception of children, then premarital sex would be eliminated, prostitution abolished, and sexual excess in marriage ended.4

No abstract

Childhood is socially constructed, and constructions influence perceptions of appropriate work for young people. This article investigates New Zealand parents' perspectives on young people's involvement in paid work. The United Nations Convention on the Rights of the Child, 1989, and the International Labour Organisation C138 Minimum Age Convention, 1973, intended to protect young people, embody constructions of them as vulnerable. We argue that policymakers should consider how these constructions are reflected in legislation and international treaties and take account of research addressing the likely consequences of minimum working age legislation when they decide whether to ratify the Minimum Age Convention, 1973.

No abstract