ABSTRACT

It is well documented that the most effective sexuality education programmes employ a whole-school learning approach. More specifically, when schools and their leaders and teachers embrace such an approach, they view student learning in the context of the whole experience of being at school – from the classroom, to the home and the partnerships schools form with the local community. In parallel to this, people born with intersex variations report the lack of a systematic and broad approach to recognition and inclusion of intersex variations in schools due to strong ‘normativity’ messaging, including that pertaining to the body. Similarly, schools fail to engage mindfully with contemporary content that promotes a positive and diverse understanding of intersex in educational spaces, guidelines, policies and the curriculum. In line with community expectations outlined by the Darlington Intersex Community Consensus Statement, peer-led intersex rights-and-health-advocacy, and intersex-affirming scholarship, this paper advocates for and seeks to offer recommendations on how schools might enact a whole-school approach for sexuality education that is inclusive, affirming, visible and supportive in promoting and upholding the rights and health of students with intersex variations.

摘要

有据可查的是，最有效的性教育计划采用全校学习方法。更具体地说，当学校及其领导和教师采用这种方法时，他们会在整个学校体验的背景下看待学生的学习——从课堂到家庭以及学校与当地社区形成的伙伴关系。与此同时，由于强烈的“规范性”信息，包括与身体有关的信息，出生时有双性变异的人报告缺乏系统和广泛的方法来识别和纳入学校中的双性变异。同样，学校未能谨慎地参与当代内容，这些内容在教育空间、指导方针、政策和课程中促进对双性人的积极和多样化的理解。