ABSTRACT

Statutory requirements for compulsory Relationships and Sexuality Education (RSE) in the UK is generating concern among many religious communities and reigniting debates about the purpose of School Based Sexuality Education (SBSE). Among the communities voicing their dissent are members of the British Islamic community. Quranic scripture deems obligatory the teaching and learning about all aspects relevant to human sexuality, however, religion, and in particular Islam, is widely viewed as hostile to sexuality education. Whilst Muslim objection to ‘progressive’ agendas in SBSE (i.e., same-sex relations, gender fluidity, pleasure and desire) is generating much attention, equal attention to understanding the Islamic theological, philosophical and epistemological underpinnings of these views, is less frequently sought. The purpose of this paper is to foreground Islamic responses to some of the ‘progressive’ topics featuring in RSE and SBSE more broadly. Using British printed media sources and Critical Discourse Analysis, this paper aims to make sense of British Muslim parents’ objections to ‘progressive’ sexuality education. A more concerted focus on Islamic underpinnings of these views is imperative to alleviate negative responses to Muslim positions on this subject as well as inform the ongoing dilemma of finding ways in which religious diversity be addressed in SBSE.

摘要

英国对强制性关系和性教育 (RSE) 的法定要求引起了许多宗教团体的关注，并重新引发了关于校本性教育 (SBSE) 目的的辩论。在表达不同意见的社区中，有英国伊斯兰社区的成员。古兰经认为有关人类性行为的所有方面的教学和学习是强制性的，然而，宗教，特别是伊斯兰教，被广泛认为是对性教育的敌对。虽然穆斯林反对 SBSE 中的“进步”议程（即同性关系、性别流动性、快乐和欲望）引起了很多关注，但对理解这些观点的伊斯兰神学、哲学和认识论基础的同等关注却很少被寻求. 本文的目的是更广泛地突出伊斯兰对 RSE 和 SBSE 中一些“进步”主题的反应。本文利用英国印刷媒体资源和批判性话语分析，旨在了解英国穆斯林父母对“进步”性教育的反对意见。必须更加一致地关注这些观点的伊斯兰基础，以减轻对穆斯林在这一主题上的立场的负面反应，并为寻找在 SBSE 中解决宗教多样性的方法提供信息。