Positive puberty? : sexuality education and senior primary students

Abstract

This thesis explores the teaching of sexuality education in Aotearoa/New Zealand with a particular focus on the new curriculum document Health and Physical Education in the New Zealand Curriculum and the curriculum in action booklet Positive Puberty. I approach this research from a feminist perspective and a concern with the potential for sexuality education to disrupt or reinforce existing gender inequalities. Using a feminist poststructuralist perspective I have problematised the question of how we teach students about puberty and sexuality and whether the goal of 'positive puberty' is being met in the classroom. As a primary school teacher I bring also my professional concerns as to teachers' interests and what support is given in teaching this subject. The background to this study is a growing body of critical research concerning gender and sexuality for both primary and secondary students. I also explore some of the historical background to sexuality education in New Zealand. The research was conducted in one senior primary classroom at Mori School, a small suburban school in the lower North Island. The research consisted of participant observations of the sexuality education lessons and semi-structured interviews with the two senior primary teachers at the school. Generally the classes were segregated for most of the lessons and I observed the boys and their teacher Sarah. My analysis of the data suggests that sexuality education provides a classroom experience which is 'out of the ordinary', causing both pleasure and unease for teachers and students. This results in ambiguity towards sexuality education and towards puberty. My research also suggests that there is an undue emphasis on biological 'facts' in sexuality education when discussing puberty. The representation of male and female in the biological texts and language used, as well as a heterosexist biases undermined the goal of 'positive puberty', especially with regard to gender equity. I include in my conclusion some recommendations for teaching towards a 'positive puberty', based on my research findings and the suggestions of some critical researchers in this area.