Controlling passion? A review of recent developments in British sex education

Practical approaches to curriculum differentiation for learners with visual impairment

“…For most parents, guardians and teachers like Mathlodi's parents, discussions around sex, sexuality and LGBTIQA2S+ issues are regarded as awkward and even to an extent embarrassing to discuss with their children (Wisnieski et al 2015). In this regard, many parents may feel unprepared or think that the discussion of sexual topics could encourage their children to partake in early sexual activities (Malacane & Beckmeyer 2016;Moore 2012;Nash et al 2019). On the other hand, many young people believe that sexual education programmes, or having general discussions around sex with their parents, are often presented with the aim of abstinence-only, providing incomplete or even inaccurate information about sex, expectations, condoms or gender roles (UNESCO 2018).…”

“…As sexuality education may result in adolescents feeling stigmatised as promiscuous when sexually active (Wisnieski et al 2015), they may not feel safe to ask questions about any related topics (Brown 2015;McCormack 2015;Simon & Daneback 2013). However, advocates for early sexual education maintain that sexual education and the material used should encompass appropriate language, values, behaviours, material and resources that can support learners in navigating the dynamics of sex and sexuality (Malacane & Beckmeyer 2016;Moore 2012;Wisnieski et al 2015). Of further importance is the creation of a natural environment where learners may feel free to discuss openly their sexual development (Brown 2015).…”

“…Young people, including learners with visual impairment, have a high risk of being exposed to risk factors such as rape, contracting sexually transmitted diseases, being abused or being infected with HIV and AIDS (Kelly et al 2002;Preskey 2019;Rohleder et al 2009). Although young people may take the necessary precaution when it comes to safe sexual practices, depending on the sexual beliefs of each partner, falling into an unhealthy pattern of pleaser/to be pleased may also be detrimental (McCormack 2015;Moore 2012;Nash et al 2019). According to Pound, Langford and Campbell (2016), young couples should be prepared with informed knowledge, skills and attitudes to address relational problems within their relationships, and know-how to access support from health practitioners when required.…”

Sex and risk: An editorial

“…As Foucault (1995Foucault ( , 1998 argued, the disciplining of 'docile bodies' requires surveillance on the part of the state and the internalisation, on the part of the individual citizen, of the idea that he or she is personally responsible for monitoring and regulating the self -this, of course, he saw in terms of the rise of a distinctive form of power, governmentality. Both Moore (2012) and Mishra and Graham (2012) draw upon Foucault's work to develop their arguments, and, importantly, both argue that this framework doesn't make sufficient allowance for the operation of gender in the social construction of risk. Mishra and Graham point out that the HPV vaccine may well require that one submits to medical intervention and surveillance but, they argue, we need also to acknowledge that gender norms and ideas about sex differences are key to the marketing and administration of the HPV vaccine in Canada.…”

“…Mishra and Graham (2012), for example, point out that a rhetoric of individual choice and empowerment has been central to the marketing of the HPV vaccine; in contrast, older vaccines were promoted as 'possessing moral authority in protecting the body politic'. Similarly, Moore (2012) argues that sex education in British schools has become focussed on the development of pupils' decision-making abilities: the school's role is simply to urge students to recognise and take the 'right choice'. Harrison et al (2011), in a recent issue of Health, Risk, Society, convincingly argued that this official conception of the citizen as informed decision-maker is contradictory.…”