Love+in+the+Time+of+Chlamydia+-+Why+Sex+Ed+is+Essential+Down+Under


 * Student: Kaley Butten** **Student # n8837759** **Tutor: Dr Mangalam Sankupellay**

**ARTEFACT**
The above artefact is an illustrated meme in the style of a motivational poster. The image was used in 2012 in an American blog post that discussed the potential passing of a bill in Utah. The bill, House Bill 363, better known as the ‘Abstinence Bill’, would make abstinence education the only type of sex education allowed in Utah schools. The image conveys sarcasm, as mixed-race and same-sex couples partake in sexual activities behind the back of a white, senior aged, male authority figure with the slogan: ‘Abstinence. It’s working’.

**PUBLIC HEALTH ISSUE: EQUITY IN SEX EDUCATION**
The above artefact is representative of the stringent and unequitable sex education that is being dispensed in Australia today. Although there are many micro level health issues, physiological and psychological, related to sex education and the strength of its dissemination, the overarching public health issue is health equity. The power to adjudicate on the topic of sex education for Australian youth is often held by the archetype (the old, white male) displayed in the above image. A person or group of people, who either have little in common, or have not adequately consulted with the population they are making decisions for. This wiki will explore the methodologies used in sex education, the challenges surrounding the issue and importance of equity in regards to sex education.

**LITERATURE REVIEW**
Sex education is an ever evolving hot topic: as it pertains to human biology, it takes place in every culture at varying saturations. Australia is not exempt. In fact, because of the country’s melting pot culture, sex education is more pertinent now than ever. This literature review will use recent literature, media excerpts and statistical reports to examine the relevant methodologies and why sex education is an essential public health issue. In addition, evidence on why the topic garners such conflicting opinions will be addressed, as well as the methods suggested for change.

In the book, The Sex Education Debates, author Nancy Kendall explains that sex education has fallen to two camps: those who support abstinence education and those who support sex education (2012). The two having diametrically opposing ideologies, she observes that the only thing they agree on is that teenage sex is not a good thing (Kendall, 2012, p.225). Recent examples of the two side’s opinions were demonstrated in the media in response to Australia's national curriculum (due for release at the end of 2013). Advocates for comprehensive sex education voiced their concern that the curriculum is ill-equipped to educate youth in sexual health at the level required: pointing out that issues, such as homophobic bullying, should not be left out of the national curriculum (McNeilage, 2013). Whilst, the Australian Family Association declared that the curriculum already oversteps what they feel are appropriate boundaries in education (McNeilage, 2013). Their spokesperson articulating that they believe many parents want to teach their children ‘abstinence before anything else' (McNeilage, 2013).

Regardless of the opinions or methodologies involved in sex education, there is data to show that there is an issue at hand. A national statistical report released in 2011 by the Australian Institute of Health and Well-being (AIHW) reported that in 2008, 27% of Year 10 and 56% of Year 12 students experienced sexual intercourse (2011, p. 80). Of the sexually active youth surveyed, almost one in three admitted to engaging in unwanted sex (AIHW, 2013, p.81). Young people also accounted for 77% of the sexually transmitted infections (STI) diagnosed in Australia (Lets about sex, 2012, p.37). Minority groups are not immune either, for example, the indigenous teenage birth-rate is found to be five times that of non-indigenous teens (AIHW, 2011, p.83), likewise but surprisingly, same sex attracted females were twice as likely to become pregnant than other females (Lets about sex, 2012, p.44). In 2012, authors of a report funded by the federal government that surveyed the opinions of 1200 young Australians on sex education and sexual health concluded that they are ‘facing a sexual health crisis of epidemic scale’ (Lets about sex, 2012, p.6). The survey exposed the incongruities between what is being dispensed to young Australians as sex education and what they feel should be receiving (demonstrated in the graph below). GLBTIQ youths perceptions of sex education showed further cracks in the delivery, with 69% reporting that they felt excluded and 57% feeling that the material provided was not relevant to them (Lets about sex, 2012, p.18).



Almahbobi attributes the inconsistency of sexual health information and education to culture; explaining that different cultures create different stand points on sex education (2013). Alldred and David dissect the Western culture’s attitude to sex in their book ‘Get Real About Sex’. They acknowledge that there is a taboo surrounding the topic and that it carries a certain ‘cultural baggage’ (2007, p. 2). Sex is considered private and something exclusively for adults, so having to discuss it in schools is problematic (Alldred and David, 2007, p.2). These awkward societal norms have arguably informed the unequitable methodologies currently used to deliver sex education. Despite evidence to the contrary, the belief that young people are not fit for sex education, still holds true (Hillier and Mitchell, 2008).

To contend the traditional western notions and those that come with the expanding diversity of Australia, there are a few strategies that could be engaged. Almahbobi explores the idea that in order to support Australians with their sexual health, a homogenised method of sex educations needs to be used, irrespective of the plethora of cultural beliefs (2013). He advocates that Australia needs to leave all of the traditional connotations of sex behind and create sex education that is evidenced based (2013). A similar sentiment was echoed in a paper that provided an overview of sex education in European countries. The authors discovered that the growth of immigrant populations has an effect on a country’s sex education needs and that this diversity is a driving force for change (Parker, Wellings & Lazarus, 2009).

A common thread in the sex education debates is the question of who should be delivering the education. It is widely accepted that teachers know how to teach, but when it comes to teaching sex education, many are either ignorant or uncomfortable with the content (Smith et al, 2013; Let’s talk about sex, 2012). Another factor is the overwhelming feedback from student populations, who express that they would prefer an outside source to deliver the curriculum (seen in, Allen, 2005; Let’s talk about sex, 2012; Smith et al, 2013). The voice of the student population is heard in another area of the sex education discussion as well. Hillier and Mitchell’s research into sex education for same sex attracted youth found that the heteronormativity of the majority schools made sex education discriminatory or irrelevant at best (2008). One student claiming that the sex education they received was “as useful as a chocolate kettle”. However, the loudest message coming through from the youth population is that they want a curriculum that covers everything, from a younger age and for a longer period of time (Allen, 2005; Hillier & Mitchell, 2008; Hilton, 2007; Lets talk about sex; 2012).

This literature review has examined some the key topics surrounding sex education in Australia. Although it has many cultural facets and barriers that need to be considered, the facts are there to support that it is a worthy public health issue that needs attention.

**CULTURAL AND SOCIAL ANALYSIS**
Just as you would want to understand the determinants of a chronic disease, it is important to understand the history and influences surrounding an issue like sex education. It is also vital to break down the topic and look at the core subject: sex. Although many health issues have a cultural binding, for example, the Western definition of beauty and its influence on eating disorders. Sex and all its related issues (gender, behaviour, desire etc.) is arguably the oldest culturally influenced human condition, if you can call it that. Unlike other human conditions or illnesses that are often influenced by the external environment, sex has humans to blame for the many fingers in its pie. These influences have predominately come in the form of religion. Each religion seems to have a lot to say about sex. The trend being that the various doctrines know who you should have sex with, when you should have sex with them, how much sex you should have, the style of sex you should have, as well as, the punishment you should receive should you not obey the rules laid out (Mehraby, 2006). Perhaps these guidelines would not be such an issue if the governance of faith was shared amongst people; however, the majority of religions are patriarchal.

Having such a long history of lopsided societal norms has given way to the much needed application of feminist theory. Applying feminism to sex education assists us in understanding how the inequities in sex education have come about. Feminism advocates for equality, empowering women and people in general to be their own agents of sexual freedom (Schuetz, 2012). An endeavour that is not usually taken up the powers at be when it comes to sex education. Women have no doubt come a long way from being trapped under a patriarchal thumb, but in terms of learning about and regulating their own bodies, they are still fighting for control. Sex education has fallen to two camps: abstinence education and comprehensive sex education: the former being the by-product of an archaic religious belief system. Abstinence education is unfortunately still alive and well today. Although it’s influence is arguably milder in Australia than places like the US. Australia still has its supporters and they are responsible for decelerating the successful delivery of evidenced based, inclusive education.

The implications of going forward with a sex education system so fraught with conflict, means more than just a loss of freedoms for its students. Sexual health is acknowledged by the World Health Organisation as a holistic state of health in relation to a person’s sexuality (2013). This encompasses the right to be physically and emotionally safe and protected no matter who you are or how you identify sexually. By having a sex education curriculum that is tarnished by a patriarchal and religious brush, the students are deprived of the right of equitable information and services. Resulting in a public health crisis: one that is tangible in the form of skyrocketing disease rates, teen pregnancy and homophobic bullying etc. As well as, in a crisis that we can’t measure or grasp. How different our world would be if people, particularly women were given the power of informed agency over their own bodies and sexual identities.

**LEARNING REFLECTION**
I found the above artefact to be a very accurate representation of the current state of sex education in Australia and the world. The image depicts the standard patriarchal archetype and the governance over the people, by displaying them in the confines of the highly regulated world of a classroom. However, it also demonstrates the hope and progress of our society. People are starting to do what they want, regardless of what ‘big brother’ has to say about it. Society, for the most part, has found a place for inter-racial relationships and is making headway in terms of GLBTIQ rights. It hopefully won’t be long before we are educating for the need and not for the control.

I have always had a passion for sex education and this project only further stoked the fire in my belly. This assignment allowed me to expand my knowledge, particularly in terms of evidence and research. One of the highlights was being able to read up on how other countries approach sex education and the outcomes they have had with their methods. In the future, rather than just advocating on moral and ethical grounds for sex education equity, I can do so with a rich fact base. Viva la revolution!

**PEER REFLECTION**
http://healthcultureandsociety2013.wikispaces.com/Cannabis+is+our+culture%21
 * Comment 1:**

http://healthcultureandsociety2013.wikispaces.com/Could+you+swallow+this%3F
 * Comment 2:**

**REFERENCES**
Alldred, P., & David, M. (2007). Get real about sex. Blacklick: McGraw-Hill Professional Publishing.

Allen, L. (2005). "Say everything": Exploring young people's suggestions for improving sexuality education. Sex Education: Sexuality, Society and Learning, 5(4), 389-404. doi:10.1080/14681810500278493

Almahbobi, G. (2012). Multiculturalism and inconsistency in the perception of sex education in australian society. The Australasian Medical Journal, 5(12), 623-626.

Amanda Smith, Nina Fotinatos, Bernadette Duffy, & Jenene Burke. (2013). The provision of sexual health education in australia: Primary school teachers' perspectives in rural victoria. Sex Education, 13(3), 247.

Australian Institute of Health and Welfare. (2011). Young Australians: their health and wellbeing 2011. Retrieved from [].

Hillier, L., & Mitchell, A. (2008). "It was as useful as a chocolate kettle": Sex education in the lives of same-sex-attracted young people in australia. Sex Education: Sexuality, Society and Learning, 8(2), 211-224. doi:10.1080/14681810801981258

Hilton, G. L. S. (2007). Listening to the boys again: An exploration of what boys want to learn in sex education classes and how they want to be taught. Sex Education, 7(2), 161- 174. doi:10.1080/14681810701264508

Kendall, N. (2012). The sex education debates. Chicago: University of Chicago Press

Lets talk about sex. (2012). Youth Studies Australia, 31(3), 5.

LGBT Voices. (2013). Utah's Abstinence Bill: Ignorance is NOT Bliss. Retrieved Oct 20, 2013, from []

<span style="font-family: Arial,Helvetica,sans-serif;">Mehraby, N. (2006). Behind closed doors: Sex and culture. Psychotherapy in Australia, 13(1), 48-9.

<span style="font-family: Arial,Helvetica,sans-serif;">McNeilage, A. (2013). Sex education draft 'dreadful'. The Sydney Morning Herald (Sydney, Australia), pp. 2.

<span style="font-family: Arial,Helvetica,sans-serif;">Parker, R., Wellings, K., & Lazarus, J. V. (2009). Sexuality education in europe: An overview of current policies. Sex Education, 9(3), 227-242. doi:10.1080/14681810903059060

<span style="font-family: Arial,Helvetica,sans-serif;">Schuetz, K. (2012). Future of Feminism: Sex Education As a Human Right [Blog]. Retrieved Oct 30, 2013, from http://msmagazine.com/blog/2012/03/28/future-of-feminism-sex-as-a-right-and-a-pleasure/

<span style="font-family: Arial,Helvetica,sans-serif;">World Health Organisation. (2013). Sexual Health. Retrieved October 30, 2013, from http://www.who.int/topics/sexual_health/en/


 * <span style="font-family: Arial,Helvetica,sans-serif;">*I have not been able to get the 'tab' function to work to hang the references in the proper APA format* **