Global Perspectives and Key Debates in Sex and Relationships Education: Addressing Issues of Gender, Sexuality, Plurality and Power [Hardcover]

There is a great variety of sex and relationship education in the global North and South and this book draws together the global perspectives and debates on this key topic. Issues including gender-based violence, pornography, sexual consent, sexual diversity and religious plurality are all discussed with reference to cutting-edge research.Introduction: Global Perspectives and Key Debates in Sex and Relationships Education: Setting the Scene; Vanita Sundaram and Helen Sauntson 1. School-based sex and relationships education: current knowledge and emerging themes; Felicity Thomas and Peter Aggleton 2. Postfeminist Media Panics over girls' 'sexualisation': Implications for UK sex and relationship guidance and curriculum; Jessica Ringrose 3. The challenges, contradictions and possibilities of teaching about pornography in SRE: The Australian Context; Debbie Ollis 4. Where does violence against women and girls work fit in? Exploring spaces for challenging violence within a sex-positive framework in schools; Vanita Sundaram, Claire Maxwell and Debbie Ollis 5. From 'no means no' to 'an enthusiastic yes': changing the discourse on sexual consent through Sex and Relationships Education; Maddy Coy, Liz Kelly, Fiona Vera-Gray, Maria Garner and Ava Kanyaredzi 6. Discursive silences: critically analysing the presence/absence of sexual diversity in the sex and relationships guidance for England and Wales; Helen Sauntson and Vanita Sundaram 7. A radical plurality: Re-thinking cultural and religious diversity in sexuality education in Aotearoa New Zealand; Louisa Allen and Kathleen Quinlivan 8. 'I felt confused; I felt uncomfortable my hair stood on ends' Understanding how teachers negotiate comfort zones, learning edges and triggers in the teaching of sexuality education in South Africa; Dennis FrancisVanita Sundaram, University of York, UK Helen Sauntson, York St John University, UK Felicity Thomas, University of Exeter, UK Peter Aggleton, University of New South Wales, AustralilÓÀ