ABSTRACT

In 2018, reflecting in this journal on the arrival of the ‘age of consent’ into sexuality education, Jen Gilbert questioned what would happen to a concept drawn in part from legal contexts, but partly also driven by the passion of feminist activists, when it met the demands and logics – the learning outcomes and lesson plans – of the classroom. This article offers one response, drawing on qualitative data from two whole-school sexual health programmes, Positive Choices and Project Respect, piloted in secondary schools in England between 2017 and 2019. It describes how each addressed the issue of consent and focuses on specific ‘moments’ that illuminate some of the challenges of doing so for both staff and students. Our analyses aim to contribute to the practice of relationships and sexuality education in schools by helping educators to anticipate, understand and therefore better address the dilemmas that teaching for and about consent might encounter. We argue that these dilemmas relate both to broader (and gendered) ideas of consent and entitlement, and to issues specific to schools. However, we also argue that a more theorised account of the school enables us to identify the minor achievements that are nonetheless possible.

摘要

2018年，詹·吉尔伯特（Jen Gilbert）在本杂志上反映了``同意年龄''进入性教育的过程，他质疑这种观念的变化，这种观念部分是从法律背景出发的，但也部分是由于女权主义者的热情所致满足了教室的要求和逻辑-学习成果和课程计划。本文根据两个全校性健康计划“积极选择”和“尊重项目”的定性数据，提出了一个回应。，在2017年至2019年期间在英格兰的中学中进行了试点。它描述了每种方法如何解决同意问题，并着重于特定的“时刻”，这些时刻为工作人员和学生带来了挑战。我们的分析旨在通过帮助教育工作者预测，理解并更好地解决因同意而进行的教学可能遇到的难题，从而为学校的人际关系和性教育实践做出贡献。我们认为，这些困境既涉及广泛的（和性别）同意和权利观念，也涉及学校特有的问题。但是，我们也认为，对学校的理论化描述使我们能够确定仍然可能取得的次要成就。