Abstract

There is a critical need for sex, sexuality and relationships education to be LGBTQI inclusive. Numerous studies, internationally and in South Africa, highlight this need but what constitutes an inclusive curriculum has not been sufficiently addressed. This paper seeks to advance this conversation by imagining a curriculum beyond compulsory heterosexuality and considers what knowledges and practices are necessary for the South African context. To do this, the authors consider the corpus of research about how sexualities are characterized in schooling generally and in the teaching of sexuality education specifically. Using the theoretical tools offered by Freire and hooks on critical consciousness, three arguments are made. First, the authors argue for the theoretical and empirical contributions of the sociology of gender and sexualities which are social constructions informed by history, social relations and power. Second, there is a need for a curriculum to recognize the intersectionality of learners and how identity knowledges shape the way that youth sexualities are understood and experienced. Finally, the teaching and learning of an LGBTQI inclusive curriculum will steer away from moralistic and didactic instruction in favor of more participatory pedagogies that acknowledge young people as agents and legitimate sexual beings.

摘要

性、性和关系教育迫切需要包容 LGBTQI。国际上和南非的许多研究都强调了这一需求，但尚未充分解决构成包容性课程的内容。本文试图通过想象一个超越强制性异性恋的课程来推进这一对话，并考虑在南非的背景下需要哪些知识和实践。为此，作者考虑了关于性行为在学校教育中的一般特征以及在性教育教学中的具体特征的研究语料库。使用弗莱尔提供的理论工具和批判意识的钩子，提出了三个论点。第一的，作者论证了性别和性社会学的理论和实证贡献，这些社会学是受历史、社会关系和权力影响的社会建构。其次，需要一个课程来识别学习者的交叉性以及身份知识如何塑造青少年性行为被理解和体验的方式。最后，LGBTQI 包容性课程的教与学将远离道德和说教式的教学，转而采用更多的参与式教学法，承认年轻人是代理人和合法的性生物。需要一个课程来识别学习者的交叉性，以及身份知识如何塑造理解和体验青少年性行为的方式。最后，LGBTQI 包容性课程的教学和学习将远离道德和说教式的教学，转而采用更多的参与式教学法，承认年轻人是代理人和合法的性存在。需要一个课程来识别学习者的交叉性，以及身份知识如何塑造理解和体验青少年性行为的方式。最后，LGBTQI 包容性课程的教学和学习将远离道德和说教式的教学，转而采用更多的参与式教学法，承认年轻人是代理人和合法的性存在。