This research contributes to understanding the attitudes of Russian politicians towards sex education in schools and the kind of argumentation styles they use to oppose it. The paper is based on a framing analysis of the arguments of two important opponents to sex education: Pavel Astakhov, a Russian politician and former Children’s Rights Commissioner from 2009 to 2016; and Yelena Mizulina, Chairman of the State Duma Committee on Family Affairs, Women and Children since 2008, using online media sources in a ten-year period (2011-2021). The analysis finds that Astakhov’s most used frames are the disapproval of children’s exposure to new, different attitudes, the interference in Russian traditions by the West and the spread of a gender discourse in Russia. Mizulina focuses mainly on the unfitness of teachers since sex education should only be addressed by parents, and on the “right age” to start talking about it with young people. From the results, both politicians seem to strongly oppose comprehensive sex education (CSE), but Astakhov proposes to adopt a type of abstinence-only curriculum (AO), while Mizulina tries to completely discourage sex education of any kind for school-aged children.

The present thesis investigates the commercial sex hygiene films produced between the years 1914 and 1919 in the United States, during the last years of the Progressive Era. Rejected and prohibited as soon as five years after their apparition, the sex hygiene films’ position within the industry, as well as the cinematic techniques they incorporated, will be analysed through the concept of the Low Other. The first part of the thesis aims to delineate the used concepts, as well as integrate the sex hygiene film into a wider cultural, social, and political framework. The second part explores the films’ aesthetic construction, then focuses on a textual analysis of the narrative and non-narrative methods implied by three particular sex hygiene films. Finally, the thesis concludes that the films used a series of cinematic methods to create a Low Other on-screen, yet these very methods ultimately played a part within their suppression as a Low Other body of culture.

Part of creating relationships in a new context includes trying to understand the sexual scripts in a given discourse. Because creating sexual relationships is a part of sexual health it is, therefore, important to explore how sexual relationships are a part of the sex education curriculum for unaccompanied children and young adults. Through a critical discourse analysis the authors conclude that RFSU’s sex education curriculum includes a specific construct of the concept ‘sexual relationship’ that reveals what RFSU sees as the needs of unaccompanied children and young adults. Sexual relationships are constructed in the sex education curriculum in line with four themes: norm criticism, mutuality/consent/respect, sexual rights, and risk-emphasized education. These themes illuminate the needs that are considered when educating unaccompanied children and young adults. Additionally, the study shows that in the sex education curriculum; The creation of relationships in new contexts is not prioritized. This study also highlights how practical information about sexual scripts, may paradoxically, conflict with the anti-discriminatory and inclusive aim of RFSU’s sex education. However, the authors also conclude that the absence of concrete examples about sexual scripts in the curriculum, might prevent participants from gaining useful tools navigating their sexual relationships.

Indiana University-Purdue University Indianapolis (IUPUI) / Acquired Immunodeficiency Syndrome (AIDS), as it would later be known, began to appear in the United States in 1981. Medical professionals from around the country began to track a mysterious set of illnesses that were affecting previously healthy people, most of who were homosexual men. As the disease spread, it was clear that homosexual men were being most affected. There was no cure to this illness which was quickly killing those infected. In October 1981, the Indianapolis Bag Ladies, a group of gay men, began as a simple Halloween Bus Tour around the city. Coby Palmer, Gary Johnson, and Ed Walsh teamed up by renting three charter busses for their new “Bag Ladies Bus.” Their campy drag involved multiple costume changes that required them to tote bags around, thus earning their name. By 1982, the Bag Ladies knew they needed to do more than have a party. The second bus tour was all about collecting money and creating a “war chest” for the gay community of Indianapolis in case AIDS made its way to the city. In doing this, they became one of the first grassroots HIV/AIDS support groups in the United States. After over 38 years of continued efforts, the Indianapolis Bag Ladies have impacted the Indianapolis LGBTQ communities through a variety of programs that expanded beyond the original bus tour. This thesis explores and analyzes these efforts which include Nurse Safe Sexx, a safe sex campaign; the Damien Center, a HIV/AIDS health clinic; and the Buddy House and Buddy Support Program, two programs connecting people with AIDS to support programs. The final chapter of this thesis expands on the discussion through a public program hosted by the Indiana Historical Society and demonstrates how programs surrounding these topics can be successful for museums and participants.

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Sexuality, Consent and Relations operate in contrast to the previous subject area Sex and Coexistence in an interdisciplinary matter. This implies that responsibility rest on each teacher to incorporate sexual education within their subject. This study aims to investigate the experiences and desires of upper secondary school student´s regarding the expressions and integration of the teaching area sexuality, consent, and relations in social studies education. To address the study´s questions, qualitative interviews with nine upper secondary school students was implemented. The examined area is highly relevant due to the curriculum changes that were implemented when the previous subject area of “Sex and coexistend” was redefined as “Sexuality, Consent and Relationships”. The findings of the empirical study showed that the interviewed upper secondary school students have primarily experiences of the subject area in natural science class. What was also found was that the students experiences vary depending on what social studies specialization they have. In terms of their desires, the students expressed a wish for the course on sexuality, consent, and relationships to include topics such as LBTQ+ issues, pornography, relationships, consent, and abortion. In conclusion, the results indicate that the participating upper secondary school students have limited and diverse experiences of the subject area. The findings also highlight the student´s awareness of the significant role of sexual education. Additionally, the results suggest that the students desire more education on sexuality, consent, and relationships within the context of social studies.

Sex education has been an American morality war from the beginning. This thesis studies the rhetoric the two major types of advocacy groups, the Christian Right and the Liberal Left, uses to discuss sex education. I conducted a content analysis of six sex education advocacy organizations. I used three organizations from the Christian Right: The Heritage Foundation, Family Research Council, and Focus on the Family and three advocacy organizations from the Liberal Left: American Civil Liberalities Union, Guttmacher Institute, and Planned Parenthood. I coded and analyzed the most relevant content each advocacy organization uses on their online platforms. As a result of my analysis, I found that the Christian Right and the Liberal Left are not debating sex education with each other, but talking to their respective bases as an audience. Meaning that no actual debate about sex education is happening in America. Furthermore, when the advocacy organizations discuss sex education, other connected issues are entangled in the debate: this is not just about sex education. Sex education is at the center of other issues both the Christian Right and the Liberal Left discuss such as: healthcare, morality, marriage, education, and STIs. Sex education is a morality war, because it is about more than sex education it is about the foundation of the Christian Right and the Liberal Left.

Detta är en kvalitativ studie baserad på semistrukturerade intervjuer. Syftet med studien är att öka kunskapen om hur gymnasielärare upplever arbetet med 2022 års läroplan gällande kunskapsområdet sexualitet, samtycke och relationer (SSR) i den svenska gymnasieskolan. Studien utgår från den uppdaterade och reviderade läroplanen som verkställdes hösten 2022. Empirin samlades in via fem semistrukturerade intervjuer med verksamma gymnasielärare från olika orter i Sverige. Analysen av empirin genomfördes i form av en tematisk analys. Den analyserade empirin diskuterades och jämfördes sedan med hjälp av den tidigare forskning som valts ut för studien och performativitet som teori. De centrala begreppen i studien är kön, genus, könsidentitet, heteronormativitet, normer och normmedvetet förhållningssätt. Studiens resultat indikerar att gymnasielärarna upplever flera utmaningar med SSR och att de är i ett stort behov av utbildning inom SSR som kunskapsområde. / This is a qualitative study based on semi-structured interviews. The purpose of the study is to increase knowledge about how high school teachers experience the work with the 2022 curriculum regarding the knowledge area of sexuality, consent and relationships (SSR) in the Swedish high school. The study is based on the updated and revised curriculum that was implemented in the fall of 2022. The empirical evidence was collected by five semi-structured interviews with active high school teachers from different locations in Sweden. The analysis of the empirical evidence was carried out in the form of a thematic analysis. The analyzed empirical evidence was then discussed and compared using the previous research selected for the study and performativity as a theory. The central concepts in the study are sex, gender, gender identity, heteronormativity, norms and norm-conscious approach. The results of the study indicate that high school teachers experience several challenges with SSR and that they are in great need of education in SSR as an area of knowledge. / <p>Examinationsdatum: 2023-06-08.</p>

Thesis ((Ph.D. (Mathematics Education)) -- University of Limpopo, 2016 / The focus in this thesis was on the approaches that seek to compare two study arms in the absence of randomisation when the interclass correlation coefficient is greater than zero. Many reports on performance of learners in Grade 12 have used ordinary regression models (such as logistic regression model and linear regression models) which ignore clustering effect, and descriptive statistics (e.g., averages and standard deviations for continuous variables, and proportions expressed as percentages and frequencies). These models do not only bias point estimates but also give falsely narrow confidence intervals. The study was applied to two of the nine provinces of South Africa: Gauteng Province and Western Cape Province in 2008, 2009 and 2010 academic years. Causal models, and in particular, hierarchical models (or disaggregated approach), unlike descriptive analyses, are more powerful as they are able to adjust for individual covariates. For the analysis of continuous variables; Western Cape Province was expected to significantly score higher marks than Gauteng Province in 2008 (Crude estimate: 0.782) and 2009 (Crude estimate: 0.957 ) while Gauteng Province was expected to score higher marks than Western Cape Province in 2010 (Crude estimate: −0.302). Adjusted models indicate that Western Cape Province performed better than Gauteng Province in 2008 and 2009 but not in 2010 where Gauteng Province performed better than Western Cape Province after adjusting for gender. In case of binary outcome; the crude estimates favoured Western Cape Province than Gauteng Province in 2008 (Odds ratio = 1.16) and 2009 (Odds ratio = 1.19). Otherwise, the crude estimates favoured Gauteng Province in 2010 (Odds ratio = 0.11). The proportion of female learners in Gauteng Province ranged between 54.48% and 54.99%, while in Western Cape Province it ranged between 56.78% and 57.16%, in 2008 through 2010 academic years. Proportion of female learners in Western Cape Province were found to be higher than those in Gauteng during this period. At least 70.42% of learners in Gauteng and at least 73.96% of learners in Western Cape Province passed Grade 12 during the years 2008 to 2010. Through the application of causal model we have learned that although gender is not a significant predictor of the overall learner performance in Grade 12, the effect of gender gave the mixed findings depending on the nature of the outcome. The xi effect of gender on continuous endpoint (marks) suggests that a model of single-sex classrooms or single-sex schools may be adopted so as to mitigate the inherent perceptions and stereotype regarding learner-gender. However, the results based on binary endpoint (pass/not pass) suggest that coeducation system is the best bet. A school quintile is a significant predictor of the overall learner performance in the two provinces. The resourceful schools are more likely to produce learners with higher marks. Also, the resourced schools than the less or under resourced schools are more likely to produce the favourable results (higher marks (%) or/and pass) in the two provinces.

Entertainment media, specifically television, plays a big part in the construction of ideas and thoughts within a society. Television is a form of popular culture which can be used as a source of entertainment but can also promote certain ideologies and values to its audience. Sex Education is a Netflix series released in 2019 with a primary focus on knowledge around sexuality. This study aims to investigate how the Netflix-show Sex Education constructs knowledge around sexuality and how it conveys values and ideologies through this construction of knowledge. The study is different from other studies about the show as it focuses explicitly on the knowledge and conversations around sexuality, not how the knowledge is constructed in sex scenes or through other relations and characterizations in the show. The study specifically interests itself with the conversational and articulated elements of sex education. It is important to study how Sex Education portrays knowledge about sexuality as it reflects values and ideologies within a western society, and can be helpful in exploring the discourse around sex education that prevails within this type of society. This construction will have an effect on the audience which consumes it and will showcase the boundaries which sex education presents and articulates itself within. The discourse within the show sets the grounds for how the topic of sex education is spoken about within their given culture. The study uses a poststructuralist discourse analysis to approach the research and finds similar elements within twelve selected scenes from the show to explore how knowledge about sexuality is constructed in the material. Important factors of the analysis are power, ideology, status and values. These are explored in connection to characters' subject positions and the context in which the factors exist: a fictional exaggerated version of western society. The study finds that the selected scenes create a power struggle between a hegemonic, traditional and progressive discourse around sex education. The suggested discourse in their fictional world is the progressive discourse which includes a positive attitude towards diversity and social aspects of sex education. It also highlights a difference in characters' attitudes depending on their subject positions.