School as a site of deconstruction: the possibilities offered by comprehensive sexual education (CSE)

Abstract

In this contribution, we endeavour to contemplate the role that schools, from early childhood onward, can assume within the sphere of gender, emotional, and sexual education. Empirical research in this domain corroborates the beneficial impact of such education, particularly when grounded in a comprehensive (holistic) model, as articulated by the World Health Organization (2010). This includes observed reductions in unintended pregnancies, sexually transmitted infections, and high-risk sexual behaviours. Nevertheless, our inquiry extends to the capacity of educational institutions, mandated to foster openness to plurality and uphold respect for diversity (as per National Guidelines on “Educating for Respect: Gender Equality, Prevention of Gender-Based Violence, and All Forms of Discrimination”), to effectively foster equitable gender relations that counteract discrimination and violence. Put differently, we aim to explore the potential of school-based sexual education in deconstructing gender stereotypes and embracing diverse identities through a nuanced engagement with content, concepts, and experiential learning. To what extent can we challenge conventional paradigms and narratives, thereby sidestepping the perpetuation of exclusionary models that bolster oppressive ideologies? While acknowledging that emotional, sexual, and gender education cannot be confined to the school environment, we aspire to envision a community capable of transcending established norms and critically examining dichotomous representations of gender, sexuality, and emotional bonds. Nonetheless, we remain aware of the obstacles that may impede such endeavours within an intricate and heterogeneous landscape.