Let’s Talk About the Birds, Not the Bees

Let's Talk About the Birds, Not the Bees

Stance: an international undergraduate philosophy journal ◽

10.33043/s.13.1.84-95 ◽

2020 ◽

Vol 13 (1) ◽

pp. 84-95

Author(s):

Grace Gecewicz

Keyword(s):

Sex Education ◽

Social Inequalities ◽

Sexual Negotiation ◽

History Classes

Just as math and history classes aim to prepare students to do math and history well, sex education must prepare students to participate in good sex that contributes to their overall flourishing. I reject David Archard’s autonomy-centered view of sex education because it fails to address deeply ingrained social inequalities. I deny Paula McAvoy’s mutuality-centered view of sex education because mutuality and consent are not sufficient for good sex. I draw on Quil Kukla’s work on sexual negotiation and claim that for sex to be good, we must engage in communicative sex that goes beyond consent. Therefore, sex education should not only instruct students how to avoid bad sex, but also enable students to participate in good sex that contributes to their overall flourishing.

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Health and Gender in Adolescence in the United States

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1340 ◽

2021 ◽

Author(s):

Chris Barcelos

Keyword(s):

United States ◽

Health Outcomes ◽

Sex Education ◽

Social Inequalities ◽

Social Institutions ◽

The United States ◽

Poor Mental Health ◽

Structural Factors ◽

Gender And Health ◽

And Gender

In the United States, gender and health in adolescence are sites of contestation and conflict marked by both hyperrepresentations and absences. Youth who are multiply marginalized by interlocking systems of racism, sexism, classism, heterosexism, cissexism, ableism, and so on are overrepresented in cultural and policy domains as “at risk” for negative health outcomes. At the same time, absences surrounding young people’s complex health needs and experiences abound in schools, healthcare settings, families, and the media. For instance, debates around sex education and teen pregnancy prevention have dominated the policy landscape for decades, with no signs of receding any time soon. Missing from these debates has been an analysis of how the intersections of race, class, gender, and sexuality structure the health outcomes and educational experiences of diverse youth. Likewise, queer, transgender, and gender-expansive youth are overrepresented in discussions about bullying to the detriment of the social structural factors that produce poor mental health outcomes. Understanding how gender and health play out in the lives of adolescents, as well as at the level of social institutions and structures, is central to teasing out the dynamics of gender, health, and social inequalities.

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Research and educational potential of feminist care ethics in sex education

Human Affairs ◽

10.1515/humaff-2018-0016 ◽

2018 ◽

Vol 28 (2) ◽

pp. 196-211 ◽

Cited By ~ 1

Author(s):

Adriana Jesenková ◽

Katarína Minarovičová

Keyword(s):

Sex Education ◽

Moral Theory ◽

Social Inequalities ◽

Care Ethics ◽

Research Projects ◽

Men And Women ◽

Educational Potential ◽

Feminist Care Ethics ◽

Policies And Practices

Abstract In this article, we interpret sex education from the perspective of feminist care ethics, emphasizing the concept of caring democracy, advanced by Joan Tronto one of the most influential feminist political theorists. According to Tronto, these theories show that a deficit of care and a lack of democracy are mutually conducive. We argue that, as in other areas of life, a lack of care in sexuality and sex education leads to social inequalities that eventually translate into an unequal approach to freedom, equality, and justice, and to a deficit of democracy in the lives of some people. At the same time, we believe that, as a moral theory, care ethics, with its emphasis on the needs of men and women, can be adequately applied to the design of research projects, as well as to sexuality policies and practices. This may contribute to overcoming the stalemate in the debate on sex education and other topics in Slovakia.

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Resource allocation for equity in Brazilian health care: a methodological model

Saúde em Debate ◽

10.1590/0103-1104201912103 ◽

2019 ◽

Vol 43 (121) ◽

pp. 329-340

Author(s):

Garibaldi Dantas Gurgel Júnior ◽

Eliane Maria Medeiros Leal ◽

Sydia Rosana de Araújo Oliveira ◽

Francisco de Assis da Silva Santos ◽

Islândia Maria Carvalho de Sousa ◽

...

Keyword(s):

Sex Education ◽

Social Inequalities ◽

Health Resources ◽

National Health Survey ◽

Health Needs ◽

Allocation Of Resources ◽

Individual Level ◽

Unified Health System ◽

Morbidity Score ◽

Fundamental Requirement

ABSTRACT It is a fundamental requirement of governments that they allocate resources to public services among institutions or populations that are potential competitors for funding. In Brazil, a country with clear social inequalities, equitable allocation of resources in the Unified Health System (SUS) poses a particular challenge. The present study proposes an individual-level matrix model for allocating health resources in the SUS based on data from the National Health Survey (PNS) 2013. This model is founded on a matrix of the following variables: age, sex, education, employment and income and the relationships between them. A morbidity score is used to estimate weights for each category. This model provides an opportunity for managers to use objective methods to provide a clear guide for decision-making in accordance with principles laid down in Brazilian law and in a manner based on health needs and epidemiological and demographic factors, in addition to the capacity to offer services.

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