EDGU1004 Young People, Sex and Sexual Health Unit of Study

Faculty of Education and Social Work
The University of Sydney
EDGU1004
Young People, Sex and Sexual Health
Unit of Study Outline
Session 1, 2014
Last revised: Fri, 28 Feb 2014 17:58:06 +1100
This document is protected by Australian copyright law and the law of confidentiality and the comparable laws
of other countries. It contains valuable information proprietary to the University of Sydney. No part of this
material may be copied, stored or transmitted in any form, electronic or otherwise, without the prior written
consent of the University of Sydney.
© Copyright 2014, The University of Sydney
No program
University of Sydney
Unit of Study Details
Credits: 6
Prerequisites: none
Preparation: Download and read unit outline available at Blackboard
Teaching Staff Details
Unit of study coordinator: Dr. Wayne Cotton
Room and building: 404 A36
Phone number: 02 9351 6278
Email: [email protected]
Arrangements for student consultation:
In the first instance please contact Dr Karen Lambert for any enquiries about this unit of
study.
Other staff:
Dr Karen Lambert (lecturer/tutor): [email protected]
What is the unit about
Rationale
Sex and sexuality are concepts that generate much debate across educational, health and other
institutional settings. These debates are mediated by historical perceptions of sex, sexuality,
childhood and youth, and by complex social and cultural factors that shape contemporary
living. The ways in which individuals, institutions and systems approach discussions of sex,
sexuality and sexual health are often often based upon common assumptions or constructions
of childhood, youth and sexuality. It is these constructions that then shape approaches and
pedagogies of sexual health in schools and other educational, health and community settings.
This unit will critically consider sex, sexuality and understandings of sexual health from a
range of historical, sociological, psychological, educational and public health perspectives.
It will examine the ways in which expressions and understandings of sex and sexuality are
simultaneously a matter of personal and public conversation. By exploring the various ways
in which sex and sexuality are shaped in society students will have the opporutnity to explore
how varied approaches and views construct and constrain young people’s sexual identities as
well as shape approaches to sexual health education.
By taking a more sociological approach to sexual health education this unit supports students
to become more critical of the ways in which socio-cultural factors influence the health of
young people both locally and globally. Throughout the unit students examine the complex
intersections between sex and sexuality and issues of gender, race, ethnicity, socio-economic
status, social class, religion, geographic locatedness, asking how these relationships limit or
enable young people’s access to knowledge and their citizenship rights.
Desired outcomes
As a result of successfully completing this unit of study students should be able to:
1.
Understand human sexuality from a range of historical, sociological, educational and
public health perspectives.
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2.
3.
4.
University of Sydney
Consider and analyse debates about children and young people’s access to sexual health
knowledge in schools and within broader social discourse.
Analyse policies, pedagogies and practices around young people’s sexual health and their
application to diverse local and global educational settings.
Understand the complex intersections between sex and sexuality and other socio-cultural
factors such as race, ethnicity, socio-economic status, social class, religion, sport and
geographic locatedness.
Topics
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Human sexuality and sexual health
Young people, sex, sexual health and education
Theorising young people, sex, sexuality, sexual health and education
Sex, sexuality and gender as social and cultural constructs
Constructions of childhood and youth
Biological, social, economic and environmental determinants of young people’s sexual
health
Sexually transmitted infections, pregnancy and contraception
Sexualities, space and identity
Local and global debates about sexual health and sex education
Settings and practices for sexual health education: Global, National, local, community,
family, schools
Polices about sexual health and sexualities education
Pedagogical approaches to teaching sexual health
Risk, pleasure and sexualities education as difficult knowledge
Gay, lesbian, bisexual, transgendered, intersex and queer bodies and lives in sexualities
education
Timetable and Teaching Mode
The Faculty of Education and Social Work requires attendance of at least 90 per cent of all
seminars, workshops or lectures. Where a student is unable to attend at the required rate
evidence of illness or misadventure may be required and the student may be required to
undertake extra work. Students should discuss the circumstances of their absence(s) with
the co-ordinator of the unit of study.
There will be 1 x two hour lecture and 1 x one hour tutorial per week for 12 weeks.
You are reminded that the by-laws of the University of Sydney Faculty of Education and
Social Work require 90% attendance at all scheduled classes and other activities in each
component of the unit. Suitable documentation must be provided for ALL absences (eg
Dr. Cert, NRMA/Police report). This is especially important in this unit where materials in
lectures and tutorials supplement each other and relate to assessment tasks.
Tutorials begin in week 1.Lecture and tutorial times/venues are available through your
university timetable.
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Schedule
Week
Content
WEEK
Unit of Study outline; expecta1 3RD
tions; assessment
MARCH Your learning context
Readings
FREEBIES!
Get a FREE Sociology textbook here: Go to OpenstaxCollege and download the free book titled 'Introduction to Sociology'. Download at http://cnx.org/conThe global, National and local
contexts of human sexuality and tent/col11407/latest/
sexual health
Instructions: scroll down to the herding DOWNLOAD
Young people, health and educa- then click PDF - Voila! It's a good solid sociology textbook with lots of cool chapters of relevance to us - easy
tion
to read too. Did I mention it was FREE! You even can
put it on your mobile devices too!
WEEK
Theorising young people, sex,
READING/RESOURCE:
2 10TH sexuality, sexual health and edu- Youtube clip - ‘Understanding the complexities of genMARCH cation
der: Sam Killerman’ at http://www.youtube.com/watch?
Myth busting
v=NRcPXtqdKjE
Sex, sexuality and gender as social and cultural constructs
Sociological (re)imagination
Models of health
Constructions of childhood and
youth
WEEK
3 17TH
MARCH Referencing and plagiarism
READING/RESOURCE:
Sydney Uni library tutorials on plagiarism and referencing. Go to:
Plagiarism and academic honesty at http://
sydney.edu.au/library/elearning/learn/plagiarism/index.php
How to reference at http://www.library.usyd.edu.au/
elearning/learn/referencing/index.php
How to reference activities at http://sydney.edu.au/library/elearning/learn/referencing/activities/index.php
WEEK
The determinants of health
4 24TH The determinants of young
MARCH people's sexual health
Developing a model of youth
sexual health
Sexually transmitted infections,
pregnancy and contraception
Wyn, J. (2011). Youth health and welfare. Melbourne:
Oxford University Press, pp 56-70.
READING/RESOURCE:
‘How to create an infographic in an hour or less’
at http://blog.hubspot.com/marketing/free-ppt-infographic-templates-designs-ht
Useful suggested starting websites appear below, in
slide notes and at Blackboard. For example:
Family Planning NSW. Available at http://
www.fpnsw.org.au/776024_24.html
Sexually Transmissible Infections: STIs. Available at
http://www.sti.health.gov.au/internet/sti/publishing.nsf
READING/RESOURCE:
WEEK
Sexualities, space and identity
5 31ST
How are places/spaces gendered? White, R. & Wyn, J. (2013). Youth and society. (3rd
MARCH
ed). Melbourne: Oxford University Press, pp 177-192.
How are places/spaces sexed?
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Week
WEEK
6 7TH
APRIL
University of Sydney
Content
Youth subcultures
Local and global debates about
sexual health and sex education
The role of the media in constructing sexual knowledge
Media text analysis
Readings
READING/RESOURCE:
Carson, D. (February 5, 2014). Sex education must cater to diversity. Available at http://
www.theage.com.au/comment/sex-education-mustcater-to-diversity-20140205-320xy.html
Abstinence sex education. Available at http://
www.avert.org/abstinence-sex-education.htm
WEEK
7 14TH
APRIL
NOTE: There are NO F2F
classes this week as we will be
having this week's class as a
WEBINAR. So tune in during our lecture time for a compulsory LIVE real time breakfast webinar. Details to come in
class :)
Reproductive health and education: the mutual relationship. Available at http://web.unfpa.org/intercenter/cycle/education.htm
READING/RESOURCE:
Schaalma, H. P., Abraham, C., Gillmore, M. R., &
Kok, G. (2004). Sex education as health promotion:
what does it take? Archives of Sexual Behavior, 33(3),
259-269.
Settings and practices for sexual
health education: Global, National
Polices about sexual health and
sexualities education
Approaches to sexual health
SETake some time to regenerate
MESTER and rejuvenate!
BREAK
18TH-25TH
APRIL
WEEK
Settings and practices for sexu- READING/RESOURCE:
8 28TH al health education: family, com- Burns, K. (2006). Community meets classroom: CeleAPRIL
munity, beyond
brating families and difference in the early stages of priPolices about sexual health and mary education. Journal of Gay and Lesbian Issues in
sexualities education
Education, 3(2/3), 159–162.
WEEK
9 5TH
MAY
Approaches to sexual health:
health agencies; Birdees App
Settings and practices for sexual READING/RESOURCE:
health education: schools
Allen, L. (2009). ‘It's not who they are it's what they are
Sex education curriculum aplike’: re#conceptualising sexuality education's ‘best edproaches
ucator’ debate. Sex Education, 9(1), 33-49.
Policies about sexual health and Mitchell, A., Smith, A., Carman, C., Schlichthorst,
sexualities education
M., Walsh, J., & Pitts, M. (2011). Sexuality education
Pedagogical approaches to teach- in Australia 2011. Melbourne: Australian Research
Centre in Sex, Health and Society, La Trobe Univering sexual health
sity. Available at http://www.latrobe.edu.au/__data/assets/pdf_file/0019/148060/Sexual-Education-inAustralia-2011.pdf
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Week
University of Sydney
Content
Readings
FREEBIE! This book is a must have!!
Allen, L. (2011). Young people and sexuality education: rethinking key debates. United Kingdom:
Palgrave Macmillan, pp 51-64; 126-131. Available FOR FREE through the USYD library at http://
opac.library.usyd.edu.au:80/record=b4311191~S4
WEEK
Risk, pleasure and sexualities ed- READING/RESOURCE:
10 12TH ucation as difficult knowledge
Robinson, K., & Davies, C. (2008). Docile bodies and
MAY
Essay writing workshop
heteronormative moral subjects: constructing the child
WEEK
'Othering': the constituded out11 19TH side
MAY
Gay, lesbian, bisexual, transgendered, intersex and queer bodies
and lives in sexualities education
and sexual knowledge in schooling. Sexuality & Culture, 12(4), 221-239.
READING/RESOURCE:
Hillier, L., Jones, T., Monagle, M., Overton, N., Gahan,
L., Blackman, J., & Mitchell, A. (2010). Writing themselves in 3. Melbourne: Australian Research Centre in
Sex, Health and Society, La Trobe University. Available at http://www.latrobe.edu.au/arcshs/downloads/arcshs-research-publications/WTi3.pdf
Jones, T. M., & Hillier, L. (2012). Sexuality education
school policy for Australian GLBTIQ students. Sex Education, 12(4), 437-454.
Youtube clip ‘Kids react to gay marriage’. Available at
http://www.youtube.com/watch?v=8TJxnYgP6D8
READING/RESOURCE:
WEEK
Unit content in review
12 26TH Challenges for sexula health edu- Wyn, J. (2011). Youth health and welfare. Melbourne:
MAY
cation in Australia
Oxford University Press, pp 124-144.
Unit evaluation
Examination preparation and tips
WEEK
13 5TH
JUNE:
Your
study
week
Essay feedback; Unit Q and A
This is the final week for the rest
of uni BUT your study week for
this unit. So there are NO classes
this week.
Please take this time to prepare
for you upcoming examination.
Consultation times will be posted to Blackboard and emailed to
you.
WEEK
14 12TH
JUNE:
Your exam week
HAPPY STUDYING!
Your final examination (40%)
will be held this week. Details
will be provided in class, via
email and through Blackboard as
soon as they are finalised.
Please DO NOT schedule events
this week until the examination
date is finalised.
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Assessment
Assessment policies
All assessment in this Unit of Study occurs in conformity with the policies of the Faculty of
Education and Social Work as outlined on the Faculty web-site. Please refer to this on such
matters as:
•
•
•
•
•
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Marking and grading
Questioning a mark
Submitting an assignment
Exams
Seeking an extension
Penalties for late submission of work
Plagiarism and academic honesty
Seeking special consideration
Seeking leave of absence
Student appeals process
All students enrolled in this Unit of Study are expected, without exception, to familiarise
themselves with these policies. They are available at the following web-site:
http://sydney.edu.au/education_social_work/current_students/assistance_forms/policies.shtml
All assignments must be submitted with the Faculty cover-sheet attached and completed.
This is available from the Faculty of Education and Social Work web-site (http://
sydney.edu.au/education_social_work/current_students/assistance_forms/resources/
assignment_coversheet.pdf).
The University of Sydney has adopted severe but fair procedures for dealing with plagiarism.
It is imperative that students understand what constitutes plagiarism. The threat of being
accused of plagiarism is generally relieved by expert referencing of your assignments. If you
are not sure how to reference well, please refer to the publications of the Faculty mentioned
above, and in particular the following web-site:
http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/254&RendNum=0
Assessment tasks in this unit of study
Task
Weight
Word
count
Online task 1: Mastery Quiz
10%
NA
By 5pm 1-4
Thursday 29th
May
NA
Online task 2: Media analysis assignment
20%
1000
words
By 5pm 1-4
Thursday 17th
April
NA
Young People, Sex and Sexual
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Due
date
Outcomes
Australian
Teaching
Standards
2014 1 EDGU1004
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Task
University of Sydney
Weight
Word
count
Online task 3: Essay
30%
1500
words
Final examination
40%
Due
date
Outcomes
Australian
Teaching
Standards
By 5pm 1-4
Thursday 22nd
May
NA
Equiva- Week 14 1-4
lent to week be3000
ginning
9th June
NA
1. Online task 1: Mastery Quiz
Due date for completion: By 5pm Thursday 29th May
Submission instructions:
This assessment task is to be completed on line via Blackboard and submitted online via
Blackboard on or before the due date.
Detail:
This Mastery Quiz is an individual task that makes up 10% of your final marks for this unit.
The quiz will appear at Blackboard and consists of 50-100 multiple choice questions.
Some features of this Mastery Quiz are as follows:
•
The quiz will be made available at Blackboard in Week 6
•
You may make multiple attempts at the quiz
•
You can submit your score any time between Week 6 and Week 12
•
Your final date for submission is Thursday 29th May, 2014 at 5pm
More details will be provided in class and via electronic notifications mechanisms.
Assessment criteria:
Additional notes:
Students are to use the Generic Grading Criteria for guidance regarding the University
gradescale. The Mastery Quiz will be based upon ALL unit of study content from Weeks 1-12
and will be structured around the learning outcomes.
2. Online task 2: Media analysis assignment
Due date for completion: By 5pm Thursday 17th April
Submission instructions:
This assessment task is to be submitted to Blackboard on the due date.
Detail:
In Week 6 ALL class activities will be focused around developing skills to collect and analyse
a number of local and global debates about sexual health and sex education. This process will
inform this assessment task so completing all required pre-class activities and attending class
will better enable the process of doing well in this task.
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The precise details of the Media Analysis Assignment will be posted to Blackboard by 5pm
on Thursday 10th April. Students then have one week to complete the task as described and
submit it to Blackboard by the due date.
Assessment criteria:
Students are to use the Generic Grading Criteria in this Unit of Study for guidance regarding
the requirements of this task. Additional task specific marking guidelines may also be
distributed via Blackboard and discussed in class.
Additional notes:
3. Online task 3: Essay
Due date for completion: By 5pm Thursday 22nd May
Submission instructions:
This assessment task it to be submitted via Blackboard on the due date.
Detail:
The material presented in all classes between Weeks 7-10 forms an integral part of this Unit
of Study in that it considers the multiple settings and processes that provide sexual health
education for young people. You will be required to use the class content, readings and
additional research to answer the following question:
Choose an institution (eg education, health, family, media, other institution/settings) that
provides sexual health education for young people in general or a group of young people
specifically (eg girls, Indigenous youth, LGBTQQI youth, Moslem youth) in Australia. Then
in the essay format discussed in class examine and analyse the ways in which the chosen
institution constructs young people, youth health, and youth sexual health and to what effect.
In your answer you should:
•
•
•
briefly describe the institution/setting, it's underlying philosophies, it's aims and target
group(s)
briefly identify and explain any services it provides and approaches/practices it uses
make an informed evaluation of the effectiveness, appropriateness and suitability of the
sexual health education provided (this must be critical and based upon current literarture
about what constitutes effective sexual health education for young people)
TIPS: You will be aiming to gather information in an unbiased way, present a case and use
research literature to support your answer. Basically you will be analysing and evaluating
whether this institution is effective (or not) at what it does. In what ways? According to
whom?
Assessment criteria:
In order to do well in this task students should:
•
•
•
•
address the stated task requirements and outcomes
choose an appropriate institution
critical analyse the institution, it's features and it's practices
make an informed evaluation of the effectiveness of the institution in delivering
contemporary sexual health education to young people in Australia
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Additional notes:
Students are to use the Generic Grading Criteria for guidance regarding the assessment
requirements for this task. Additional task specific marking guidelines may be distributed via
Blackboard and discussed in class.
4. Final examination
Due date for completion: Week 14 week beginning 9th June
Submission instructions:
This assessment task will be a supervised in class examination of 3 hours in length. Exact date
in Week 14 is to be confirmed. Please avoid scheduling events during this week until further
notice is provided.
Detail:
This Final Examination task has the following features:
•
in class exam conditions
•
3 hours in length
•
worth 40% of the final grade
•
consists of a number of essay style long responses
•
open book (class notes, readings and your own research material is permitted)
More details will be provided in classes and via electronic notification systems.
Assessment criteria:
Grading criteria
HD
Organisation &
conceptualization
of assessment task
Subject/discipline
content & knowledge
Clarity of expression (including accuracy, spelling,
grammar, punctuation, use of language, expression
of ideas)
Consistently strong
and ongoing demonstration of very good
organisational and
conceptual skills.
The work is well conceived, coherent, logical and lucid as well
as professionally prepared
Thorough and comprehensive understanding of the content and/
or discipline gathered
from a wide range of
current & relevant
sources beyond the
core materials
Fluent and succinct
communication style
appropriate to the assessment task. Grammar, spelling, use of
language and punctuation is appropriate and accurate. Reflects Faculty’s style
guide (refer ‘little blue
book’)
Dist
Cr
Pass
FAIL
Strong organizational & conceptual skills
and evidence that the
task is logical and coherent and professionally prepared
Demonstrates task organization and conceptual understanding in a style which is
mostly logical, coherent and flowing
Attempts are made to
demonstrate a logical & coherent understanding of the assessment task but some aspects may be confused
or undeveloped
Satisfactory organisation of the assessment
task is not apparent or
the work lacks logic
and coherence
Considers topics and
issues in the broader
disciplinary context.
Evidence of having
read current and relevant sources beyond
the core materials
Clear understanding
of topic. Demonstrates
understanding of materials presented in
core texts and readings
Adequate understanding of topic. Demonstrates evidence of
having read material
presented in core texts
and readings.
Limited understanding of topic with serious gaps or errors.
Demonstrates little evidence of having read
materials presented in
core texts & readings
Communication is
mainly clear, fluent
and appropriate to
document. Grammar,
spelling, use of language and punctuation is accurate. Reflects Faculty’s style
guide (refer ‘little blue
book’)
Communication is appropriate to the assessment task and is mostly fluent and clear.
Grammar, spelling,
use of language and
punctuation mostly accurate. Reflects
Faculty’s style guide
(refer ‘little blue
book’)
Meaning apparent but
not always fluently or
clearly communicated. Grammar, spelling,
language and/or punctuation may display
minor errors. Some
evidence of applying
faculty’s style guide
Meaning unclear
and/or grammar and/
or language and/or
spelling and/or punctuation contain frequent errors or is inappropriate. Does not
reflect Faculty’s style
guide.
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HD
Communication &
presentation (written &/or oral &/or
visual)
Communicates effectively using a variety
of relevant, imaginative, fluent and professional presentation
styles and communication methods. Evidence of deep reflection on the presentation. Respectful of diverse backgrounds &
experiences
Critical analysis
Considered use of eviand articulation of dence and consistently
argument
demonstrates application of critical analysis. Justifies relevant
conclusions and their
implications
Problem solving
Solves or argues possible solutions to complex problems and addresses challenging
tasks/situations using
imagination/creative
and from a variety of
perspectives
Critical appraisal of Scholarly critique of
the literature
the literature using
a variety of relevant
sources to develop
own ideas.
Referencing
Policy application
Uses recommended
referencing style consistently and accurately in text of work and
reference list. Effective use of relevant
quotations
Uses relevant local
and/ or international
policies to make judgments about implications for practice
Dist
Cr
Pass
FAIL
Uses a variety of discipline-appropriate formats to communicate
confidently & effectively. Evidence of reflection on the presentation. Demonstrates
sensitivity to diverse
backgrounds & experiences
Communicates competently in a variety
of formats appropriate
to the discipline and
report procedures in
a structured manner
using relevant information. Evidence of
sensitivity to diverse
backgrounds & experiences
Communicates competently in a variety
of formats appropriate
to the discipline with
some display of structure. May demonstrate
some limited sensitivity to diverse backgrounds & experiences
Communication is unstructured and unfocused and/or in a format inappropriate to
the discipline. Not all
material is relevant
and/or is difficult to
understand. May be
evidence of insensitivity to diverse backgrounds & experiences
Credible argument
making relevant use of
evidence, analysis and
understanding. Able
to apply concepts and
draw and justify conclusions
Solves complex problems and addresses
challenging tasks/situations using creative
techniques and skills
Demonstrates some
evidence of analytical
and evaluative skills.
Able to apply fundamental concepts and
draw and justify conclusions
Solves problems using
imagination and a limited range of creative
techniques
Demonstrates some
evidence of analytical
and evaluative skills
but development of arguments is limited
Little or no evidence
of analytical and evaluative skills. Fails to
draw on fundamental
concepts and to justify
conclusions
Demonstrate basic
skills for solving simple problems. Demonstrates limited ability
to develop innovative
methods for solving
problems and presenting solutions
Substantial critical ap- Evidence of critical
Literature is presentpraisal of the relevant appraisal of literature, ed uncritically and in
literature to develop
with a recognition of a purely descriptive
own ideas.
different perspectives way.
Very little evidence of
basic skills for problem solving and addressing key assessment tasks
No critical engagement with the literature. No evidence of
literature being consulted. Literature irrelevant to the assignment set
Uses recommended
Uses recommended
Referencing is mainly Many errors or no use
referencing style con- referencing style with accurate. Ineffective of conventions in refsistently and accurate- minimal errors. Effec- use of quotations
erencing. Fails to meet
ly in text of work and tive use of relevant
University’s academic
reference list. Effec- quotations
honesty policy.
tive use of relevant
quotations
Some application of
Understanding of rele- Limited understanding No evidence of underrelevant local and /or vant local and/or inter- of relevant local and/ standing of relevant
international policies national policies and or international poli- local or international
and their implications their implications for cies and their implica- policies
for practice
practice
tions for practice
Student evaluation
We welcome feedback on this Unit of Study. Please take the time to offer constructive
written feedback at the end of the semester. The teaching team is committed to the
participation of learners in the process of planning and evaluation of courses.
Other notes on this unit of study
A number of 'check in' points will be provided during this unit of study in order to evaluate
the effectiveness and usefulness of content and learning activities. These are voluntary and
will be used to adjust methods of delivery.
We value your contributions and ideas as well as your learning experience. Should you have
any concerns or questions about your progress during the semester please do not hesitate to
contact the lecturer and/or tutors in this unit of study. This should be done at your earliest
Young People, Sex and Sexual
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convenience as opposed to during high volume activities eg the day before an assessment task
is due, the last week of the semester.
References and readings
Alldred, P., David, M. E., & Smith, P. (2003). Teachers’ views of teaching sex education:
pedagogies and models of delivery. Journal of Educational Enquiry, 4(1), 80-96.
Allen, L. (2011). Young people and sexuality education: rethinking key debates.
United Kingdom: Palgrave Macmillan. Available via USYD library at http://
opac.library.usyd.edu.au:80/record=b4311191~S4
Allen, L. (2009). ‘It's not who they are it's what they are like’: re#conceptualising sexuality
education's ‘best educator’ debate. Sex Education, 9(1), 33-49.
Allen, L. (2005). Sexual subjects: young people, sexuality and education. United Kingdom:
Palgrave Macmillan.
Burns, K. (2007). Giving voice, making change: How PFLAG resources can be useful
classroom tools. Journal of Gay and Lesbian Issues in Education, 4(2), 107–109.
Burns, K. (2006). Community meets classroom: Celebrating families and difference in the
early stages of primary education. Journal of Gay and Lesbian Issues in Education, 3(2/3),
159–162.
Burns, K. (2013). Normative ‘sexual’ knowledge and critique as a mode of resistance—a
response to Damien Riggs. Contemporary Issues in Early Childhood, 14(1), 88–93.
Carman, M., Mitchell, A., Schlichthorst, M., & Smith, A. (2011). Teacher training in
sexuality education in Australia: how well are teachers prepared for the job? Sexual Health,
8(3), 269-271.
Cobb, H., Harrison, R., Lokanc-Diluzio, W., & Nelson, A. (2007). Building capacity to talk,
teach, and tackle sexual health. [Report]. The Canadian Journal of Human Sexuality, 16(3-4),
135-155.
Connell, R. W. (1989). Cool guys, swots and wimps: the interplay of masculinity and
education. Oxford Review of Education, 15(3).
Curran, G., Chiarolli, S., & Pallotta-Chiarolli, M. (2009). ‘The C words’: clitorises, childhood
and challenging compulsory heterosexuality discourses with pre-service primary teachers. Sex
Education, 9(2), 155-168.
Dollar, K. M., Perry, A. R., Fromuth, M. E., & Holt, A. R. (2004). Influence of gender roles
on perceptions of teacher/adolescent student sexual relations. Sex roles, 50(1), 91-101.
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