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Este documento consiste en materiales de apoyo para la tarea en los Jardines de Infantes y busca acompañar el proceso de implementación de los nuevos lineamientos curriculares en las distintas jurisdicciones del país. …
The goal of the National Sexuality Education Standards: Core Content and Skills, K–12 is to provide clear, consistent and straightforward guidance on the essential minimum, core content for sexuality education that is developmentally and age-appropriate for students in grades K–12. It also aims to address the inconsistent implementation of sexuality education nationwide and the limited time allocated to teaching the topic. …
UNESCO has developed a new tool called SERAT to analyze HIV prevention and sexuality education programmes at primary and secondary school levels. SERAT is an Excel based tool that supports the collection of data on HIV prevention and sexuality education programmes. …
A “Orientação técnica internacional sobre educação em sexualidade: uma abordagem baseada em evidências para escolas, professores e educadores em saúde” foi publicada pela UNESCO em dois volumes. O volume I cobre as razões para a introdução deste tema, abordando aspectos de aconselhamento técnico e as características a que devem obedecer os programas para serem considerados efetivos. …
In this article we report on the manner in which participatory action research (PAR) was utilised by teachers in developing a Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) school plan, in collaboration with university researchers. The need for a structured HIV and Aids school plan emerged during the course of a broader research project (of which this study formed part) during which a school principal and teachers expressed a need to support infected and affected children more effectively. …
Considering the fact that information on HIV/AIDS is a strategy for disease control, this project was planned to provide comprehensive information about HIV infection and AIDS to schoolteachers and their students. Previous analysis of adolescent students' knowledge of HIV/AIDS showed that they still have doubts about transmission, diagnosis, and treatment. Thus we provided them with dynamic educational activities on the subject. …
Teacher educators, school principals and teachers are potentially well positioned to play a pivotal role in changing the course of the HIV and AIDS epidemic. The purpose of this article is to focus on a spectrum of educational initiatives in sub-Saharan Africa and South Africa which are designed to equip educators to be informed about, and to manage, HIV and AIDS in their personal and professional lives. …
This article introduces a conceptual framework for thinking about the development of anti‐homophobia education in teacher education and schooling contexts. The authors bring the safe, positive, and queering moments framework to bear on three distinct anti‐homophobia education practices: coming out stories, homophobic name‐calling analysis, and Pride Week activities. The analysis of these education practices through the lens of our conceptual framework illuminates its usefulness for thinking through both the intent and impact of anti homophobia education within classrooms. …
This article examines lesbian teachers' negotiation of the public/private boundary in the school, focusing on identity management in the context of the heterosexualised space of this public institution. The study is based on interviews conducted with six lesbian teachers working in London secondary schools. I examine the teachers' responses, and the ways in which they mediate the ‘polite’ silences in relation to lesbian and gay sexuality, as situated in a framework of liberal tolerance found in public and political domains. …
This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in-depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non-conformity. This study shows that educators experience a combination of external and internal influences that act as either barriers or motivators for intervention. …
Discrimination based on sexual orientation in K–12 education is not prohibited in many school districts across the United States. Teachers who are of the sexual minority (gay, lesbian, or bisexual) must remain closeted or risk losing their jobs. A history of past court decisions and laws deeming sexual minorities to be degenerates from which children should be protected, coupled with little legal protection for sexual minorities, have pressured many educators into remaining quiet about their identity. …
Despite significant global efforts to mitigate HIV and AIDS, the epidemic continues to be a serious problem to the human race. It has claimed many productive individuals, including teachers, administrators, and parents, and has left millions of traumatized and orphaned children. Unfortunately, few teachers are prepared to take on the extra tasks of teaching and providing support that the disease creates within school settings. Teacher training institutions and governments are challenged to provide teachers with the knowledge and skills they need to take on these new and changing roles. …
Lesbian, gay, bisexual and transgender (LGBT) students continue to report more often than their heterosexual peers, through repeated studies (Kosciw, et al, 2010), a much higher incidence of experiencing bullying and harassment in schools. These students also reported a higher degree of isolation and few role models in schools. This paper discusses and relates results from a 2011 study during which teachers who self-identified as LGBT completed a survey to provide information on the workplace climate. …
This book is a collection of stories from teachers living with HIV in Sub-Saharan Africa. The stories documented here give voice to the real life experiences of 12 HIV-positive teachers, five of whom are women, from Burkina Faso, Cameroon, Ghana, Kenya, Mozambique, Rwanda, Senegal, Tanzania (both Mainland and Zanzibar), and Zambia. The teachers recount their experiences of discovering their HIV-positive status and how this has aff ected them in their families, their communities, and their professional lives. …
In this paper we argue that education policy on HIV and AIDS is policy about life. As such, the contexts and the realities of teachers and learners in the classroom need to be embedded in the policy. We make a case that HIV and AIDS policy needs to extend beyond the prevention mode to one that includes care and support in the policy context. Through the stories of three HIV positive teachers in Zimbabwean primary schools, we show the real people and the real bodies that inhabit the classrooms where policy seeks to find expression. …
