A critical discourse analysis of sexuality education in the Australian curriculum. Issue 5 (3rd September 2019)

• Record Type: Journal Article
• Authors: Ezer, Paulina; Jones, Tiffany; Fisher, Christopher; Power, Jennifer
• Is Part Of: Sex education. Volume 19:Issue 5(2019)
• Page Start: 551
• Page End: 567
• Publication Date: 2019-09-03
• Subjects: Teachers -- sex education -- Australia -- curriculum -- critical discourse analysis; Sex instruction -- Periodicals; Sex (Psychology) -- Periodicals; 613.9071
• DOI: 10.1080/14681811.2018.1553709
• Languages: English
• ISSNs: 1468-1811

Abstract

ABSTRACT: This article examines the sexuality education component of the national Australian Curriculum: Health and Physical Education (AC:HPE) with a focus on sexuality education discourses. A critical discourse analysis explored official AC:HPE documents in relation to sexuality education; the sexuality education discourses present within these documents; teacher roles and expectations associated with each discourse; and Australia's broader social context in relation to education. Findings reveal that the AC:HPE emphasises a teacher-facilitated approach to sexuality education, which contrasts with teacher-centred work dominating the field prior to its release. This approach is in line with recent shifts in education towards strengths-based learning in which students are encouraged to think critically about issues. Despite these emphases, and while the AC:HPE is meant to be used flexibly as a guideline or framework, certain ambiguities within it may leave teachers' roles open to interpretation and practices therefore unchanged or undisputed.