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ERIC Number: EJ1140116
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: N/A
Some Sociological Contexts for Consideration When Designing a School Puberty/Sexuality Curriculum
Collier-Harris, Christine A.; Goldman, Juliette D. G.
Cambridge Journal of Education, v47 n2 p189-205 2017
Sociological contexts are key factors in education and schooling. Contemporary contexts of world-view, or "Weltanschauungen," such as human rights, public health, demographics, biosocial factors including earlier puberty and a developmentalist approach, and technological connectivity, warrant significant professional consideration by education authorities for children and adolescents. Such sociological contexts encapsulate the impetus for change that is the overwhelming spirit of the age, or "Zeitgeist," and so may generate significant positive requirements for school-based teaching and learning. These sociological contexts are particularly relevant in the design of any school puberty/sexuality curriculum. This paper examines a number of these significant sociological contexts, and provides a guide for their consideration in the architecture of global, contemporary puberty/sexuality curricula for primary and secondary school students.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A