New guidance/old problems: recent developments in sex education

Negotiating conflicting values: the role of law in educating for values in England and Wales

“…[34] Monk (2001) notes that Baroness Young led 'a cross-party campaign that objected, in particular, to the reference to "marriage and stable relationships as key building blocks of community and society" that … could be interpreted as suggesting that homosexual unions were equivalent with marriage and that consequently it could "open the way for the promotion of homosexuality in schools".' [35] A third alternative is 'risk based' approach.…”

“…While Monk (2001) on the same point observes that, 'It is regrettable that the reference to "other stable relationships" was removed' [during the progress of the Bill through Parliament].…”

“…Cultural sensitivity should not prevent discussion of important matters; rather it should require that these matters are dealt with in an appropriate way. While it is to be hoped that this does not lead to further unnecessary defensiveness, Monk (2001) is less than convinced, noting, In the privileging of marriage and by legitimising the perception and 'moral panic' that children need to be protected from inappropriate materials, these provisions clearly re ect the [homophobic 34 ] concerns of Baroness Young and her supporters in the House of Lords.…”

What not to wear and other stories: addressing religious diversity in schools

“…Note, however, that in November 2004 the DfES issued national non-statutory guidance on the content of RE for the first time (QCA, 2004). This guidance presents the usual concerns about legal status that have been discussed in relation to Sex and Relationships Education guidance (Blair & Furniss, 1995;Monk, 2001). Even a cursory examination of its very detailed content raises the immediate question of whether this is appropriate where local discretion is established in law.…”

Changing the educational climate: children, citizenship and learning contexts?

“…The pupil as a 'moral' subject was first formally raised in the 1986 Education Act which imposed the requirement to consult with parents (David, 1986). Moral education remains a contentious topic and can be described variously as basic human rights or as a corrupting influence on children's 'innocence' (Monk, 2001;Osler, 2005;Mirza, 2006). It has been the site of highly politicized struggles in Britain, inter alia, between central and local government, between right wing moral traditionalists and the liberal left, and between conservative moralists and health promoters (David, 1986;Durham, 1991;Thomson, 1994;Halstead & Reiss, 2003).…”