Within the Australian Educational system, the content of subject curriculum's is something that has been in debate for many years- debates on what content should and shouldn't be taught in a particular subject. Recently in the spot light is the Health and Physical Education curriculum, which was developed by the Australian Curriculum Assessment and Reporting Authority and as noted by the Sydney Morning Herald's article written by Amy McNeilage, it has been branded a “'dreadful attempt' at teaching sexual health in high schools.”
The article itself highlights the lack of attention put into this new curriculum in saying that it “does not mention sexually transmissible infections, blood-borne diseases of HIV, nor does it address homophobic bullying.” These two key elements in the education of sexual health within schools is crucial; not only is there an increasing number of cased for STI's and HIV/AIDS but also any form of bullying within schools (although sexual orientation bullying is known as one of the most severe as it most often leads to depression and even suicide in teens) cannot and should not be tolerated. As stated by the chief executive of Youth Empowerment Against HIV/AIDS, Alischa Ross “There is an extraordinary emphasis on movement and physical activity and very little in that personal, social and community health strand... it is a big step backwards for a lot of states.” With this Ross also backs the claim regarding the increase in STI cases in Australia, describing it as being at “'epidemic levels'. And without the minimum standards in place, there could be great diversity in the way sexual health is taught.”
Not only is this factor of sexual health and understanding the prevention strategies for STI's and HIV/AIDS an important concept that must be included in the curriculum of Health and Physical Education, but just as important is the lack of education regarding the sexual orientations (gay, lesbians, bisexuals) of students within schools, and the negative impacts that fellow peer's views can be on a student's educational outcomes' “Sexual minority students often face ongoing bullying and harassment in schools that does unstopped by faculty or administration. These students suffer academically, emotionally and physically as a direct result of the constant harassment.” (Bishop.N.H, & Casida. H, 2011) and as a result, within today's society, there should be more focus on the aspects of subject curriculum's that address and eliminate these issues; “ in order to provide an appropriate, non-threatening educational setting where the focus is learning. rather than fear, self-hatred, and physical and mental anguish.” (Bishop.N.H, & Casida. H, 2011)
The Australian Family Association spokesman Tempe Harvey has also voiced his opinion on the subject curriculum;“Many parents would like their children taught abstinence before anything else.... They (the students) will be told you can do whatever you like as long as you're wearing a condom” this view in itself highlights the fact that by making sexual health education compulsory in classes, that the “curriculum already went too far.” If we further explore this idea suggested by Harvey, there could be other means of tackling these problems regarding the education of STI's and HIV/AIDS within schools across the country. One such idea is the implementation of peer education interventions- as investigated by Tolli.V.W (2012) Which highlights the effectiveness of students and peers influence in the learning of sexual health, and with the idea in mind that “ the young person's peer group has a strong influence on the way he or she behaves...they learn from and influence each other...” and as a results are then less likely to learn if they are put into a class room and forced to listen and to a teacher.
There is little doubt about the two separate views on the inclusion of sexual health education within Health and Physical Education curriculum across the country, however it is the nagging question of 'which path do we take' that continues this debate. Do we implement mandatory curriculum classes where students are subjected to the relevant information that they may or may not use in their everyday/ sex lives? Or do we give them the opportunity to seek help, through interventions with students their own age, to be able to connect and teach them these vital life lessons, on a more personal level? Which ever path is taken, one thing remains certain- the focus of bettering students knowledge with regards to sexual health, the risks of STI's and HIV/AIDS, and the stopping of homosexual/ sexual minority students being singled out and bullied.
Reference list:
Bishop. N.H & Casida. H, Preventing bullying and harassment of sexual minority students in schools, , http://www.tandfonline.com/doi/abs/10.1080/00098655.2011.564975#.UmXCUxybEnw
Goldman. D.G. J, 2011, An exploration in Health Education of an integrated theoretical basis for Sexuality Education pedagogies for young people, http://her.oxfordjournals.org/content/26/3/526
McNeilage. A, Published August 7th2013, Sex education draft 'dreadful', Sydney Morning Herald National- Fairfax Media, accessed on 14/10/13. http://www.smh.com.au/national/education/sex-education-draft-dreadful-20130806-2rdjd.html
Toli. M.V, 2012, Effectiveness of peer education interventions for HIV prevention, adolescent pregnancy prevention and sexual health promotion for young people: a systematic review of European studies, http://her.oxfordjournals.org/content/27/5/904
very interesting blog post Jess! The education curriculum is a debated topic and your observations on the absence of important sex education i think is really important.
ReplyDeleteIn one of my blog posts i had looked at how the colonization of Australia is portrayed as a benevolent act the bad treatment of the indigenous people is downplayed. The curriculum is heavily influenced by 'white, western' ideas and they are the 'official knowledge' as outlined by Apple. I think not enough attention is payed to information that is left out of the curriculum.