Integrating gender and rights into sexuality education: field reports on using It's All One
Integrating gender and rights into sexuality education: field reports on using It's All One
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将性别和权利纳入性教育：关于使用 Its All One 的实地报告
DOI：
10.1016/s0968-8080(13)41699-3
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发表时间：
2013
影响因子：
--
通讯作者：
M. Skaer
中科院分区：
文献类型：
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作者：
D. Rogow;N. Haberland;Á. Del Valle;Nicole Lee;G. Osakue;Zhihong Sa;M. Skaer
国际政策协定，以及关于影响方案效力的因素的新证据，促使人们呼吁将性教育转向一种以性别规范和人权为核心的方法。然而，关于这种转变在实际发生的程度或它所带来的后果，几乎没有文献记载。使用新课程工具（如It 's All One）的实地经验，为这些问题提供了一个视角。为了获得从业人员使用此工具的经验，我们进行了两部分的练习。首先，对It 's All One用户的在线调查反馈进行了综合。此外，还选择了五个方案进行记录，包括两个以学校为基础的方案（尼日利亚、中国），两个面向极端脆弱的青年（海地、危地马拉），一个面向一夫多妻制摩门教社区的青少年（美国）。调查结果表明，在不同的地理和项目背景下，向赋权方法的转变确实正在发生，“人人都是一体”组织加强了其项目解决性别问题的方式，培养了年轻人的批判性思维技能，并使用了互动教学方法。许多规划面临的共同挑战是加强教师能力。提出了进一步实施和研究的建议。©2013生殖健康问题
International policy agreements, along with emerging evidence about factors influencing programme effectiveness, have led to calls for a shift in sexuality education toward an approach that places gender norms and human rights at its heart. Little documentation exists, however, about the degree to which this shift is actually taking place on the ground or what it entails. Field experiences in using new curriculum tools, such as It’s All One, offer one lens onto these questions. To gain a sense of practitioners’ experience with this tool, a two-part exercise was conducted. First, responses from an on-line survey of It’s All One users were synthesized. Additionally, five programmes were selected for documentation, including two school-based programmes (Nigeria, China), two reaching extremely vulnerable youth (Haiti, Guatemala), and one reaching adolescents from a polygamous Mormon community (United States). Findings suggest the shift to an empowerment approach is indeed taking place in diverse geographic and programmatic contexts, and that It’s All One has strengthened the ways their programmes address gender, foster young people’s critical thinking skills and use interactive teaching methods. A common challenge across many programmes is strengthening teacher capacity. Recommendations for further implementation and research are presented.© 2013 Reproductive Health Matters