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Scenarios USA Reinvents Sex Education Health + Equality + School Engagement: Scenarios USA Reinvents Sex Education Quality/Calidad /Qualité /Quality/Calidad /Qualité / Quality/Calidad/Qualité, a publication of for replication, but as examples for learning. the Population Council, presents case stud- They demonstrate a responsiveness to broad- ies of high-quality, innovative programs in er social and economic transformations; they sexual and reproductive health. Q/C/Q spe- highlight inventive and affordable ways to cifically documents educational and clinic- respond to clients’ needs; and they reflect based programs that are making strides in the self-critical and flexible attitude required one or more of the following ways: (1) ad- for learning from program experiences and dressing the central importance of gender research evidence. Although they are written dynamics in shaping sexual and reproductive as practical tools—in accessible style with health outcomes; (2) improving the quality of carefully selected detail—they also serve to care of clinic-based services; and (3) reach- inspire program leaders and policymakers ing disadvantaged and underserved groups. to enable clients to become more effective With rare exceptions, featured programs are guardians of their sexual and reproductive operating in developing countries. health, and by doing so contribute funda- Q/C/Q case studies—selected by an expert­­ mentally to the achievement of such broader advisory group—are offered not as models aims as the Millennium Development Goals. Production Staff Advisory Committee Editor: Deborah Rogow Gary Barker Laura Laski Production Coordinator: Cecilia Choi Carmen Barroso Suellen Miller Copy Editor: Joyce Altman Judith Bruce Saumya Ramarao Designer: Mike Vosika Françoise Girard Ann Starrs Translation: Alpha Omega Translations Nicole Haberland Cynthia Steele Publication of this issue of Quality/Calidad/Qualité is made possible by support provided by the Ford Foun- dation and Scenarios USA. Statements made and views expressed in this publication are solely the respon- sibility of the authors and not of any organization providing support for Q/C/Q. The Population Council conducts biomedical, social science, and public health research to deliver solu- tions that lead to more effective policies, programs, and technologies that improve lives around the world. Population Council, One Dag Hammarskjold Plaza, New York, NY 10017 USA tel: (212) 339-0500 fax: (212) 755-6052 e-mail: [email protected] http://www.popcouncil.org Cover: Texas contest winner Mariella Zavala (photo courtesy of Scenarios USA). Issue No. 21 ISSN: 1097-8194 Copyright © 2014 The Population Council, Inc. Any part of this publication may be copied or adapted to meet local needs without permission from the Population Council, provided that the parts copied are distributed free or at cost (not for profit) and that the source is identified. The Population Council would appreciate receiving a copy of any materials in which the text is used. Introduction by Rafael Mazin By signing the 1994 International Confer- knowledge. Sexuality education is mean- ence on Population and Development Pro- ingful only when it is humanized—when gramme of Action, the global community it is placed in the landscape of our every- of nations has articulated and sustained day life. a commitment to implementing sexual- The real challenge is to enable young ity education.1 It is generally known that people to connect knowledge about their these agreements call for education that bodies with their lived experiences and the promotes responsible sexual behavior world around them. This means teaching and protects adolescents from early and unwanted pregnancy and sexually trans- mitted diseases. What is not always un- Young people need opportunities derstood is that these agreements also ex- plicitly call for such programs to address to reflect about their emotions, gender equality and equity, to promote the analyze the power imbalances that well-being of adolescents, and to protect shape intimate relationships, and adolescents against sexual abuse, incest, and violence (para. 35 [b]). Through de- develop competence to deal with livering empowerment models of sexuality unequal social norms in a positive, education, building young people’s ana- transformative way. lytic skills, and ensuring safe learning en- vironments, schools play a critical role in achieving these goals. If presented in an adequate manner, them to reflect about emotions (including sexuality education can help young peo- desire, anxieties, and fears). It means help- ple dispel myths and overcome shame and ing them to analyze the power imbalanc- fears. Moreover, despite widespread fear es that so fundamentally shape intimate and avoidance among many teachers, it is relationships and sexual risk and to de- not particularly difficult to teach or learn velop the competence to deal with them this information. Nevertheless, “birds and in positive, transformative ways. Sexuality bees” knowledge is not the core element education must therefore focus on devel- of sexuality education; it is useless to treat oping young people’s analytic and critical young people as warehouses of “digested” thinking skills and fostering egalitarian and 1 These commitments have been reinforced by the Cairo+5 Agreement; the 2005 Protocol to the African Charter on Human and People’s Rights on the Rights of Women in Africa (also known as the Maputo Protocol); and the Ministerial Declaration of Health and Education, 2008. No. 21 • 1 respectful social norms, enabling them to their environment, rather than replicate apply newly acquired information in their the status quo. own lives and in their intimate relation- Beyond the instructional process, ships. New evidence demonstrates that this schools are sites of socialization; they empowerment approach is far more likely serve as spaces in which power imbalanc- than conventional sex education to reduce es may be perpetuated or transformed. Un- adolescents’ rates of STIs and unintended fortunately, many school environments still pregnancy (Haberland 2013). This—and tolerate (or even encourage) sexism; bul- nothing less—is what constitutes compre- lying, homophobia, and transphobia; and hensive sexuality education. racism and xenophobia. Failing to address When a sexuality education program these issues does not reflect a policy vac- helps learners strengthen their higher- uum; rather, it represents a tacit policy of order thinking skills and face challenges in condoning discriminatory practices and vi- a creative, constructive manner, it is also olence. In other words, whether by action contributing toward the achievement of or inaction, schools are already—at every overall learning standards and the creation moment—sending messages about gender, of well-educated individuals. Such pro- sexuality, and human rights to young peo- grams prepare students for active citizen- ple. For millions of young people, the Inter- ship and help them overcome inequities net and popular culture are also important and imbalances of power and transform sources of information and messages about Photo: © 2012 Anil Gulati, Courtesy of Photoshare Photo: © 2012 Programs around the world, like the one reaching these girls in India, empower young people to use photography, writing, theater, and other forms of self-expression to reflect on their lived experiences. 2 • Quality/Calidad/Qualité these topics (Pascoe 2011). It is crucial to Moreover, Scenarios gives young peo- put policies and curricula in place for pro- ple’s voices a permanent life. Whereas moting gender equality and human rights young people’s voices are often fleeting, across the school system; equally essen- the organization sponsors a writing contest, tial is ensuring that educators are positive selects winning stories, and translates them role models. In recent years, education into powerful short films. These videos then officials have begun to rise to this respon- become part of the next Scenarios curricu- sibility, setting both standards and an ex- lum, amplifying the message for hundreds ample for the learning community. Some of thousands of other young people. countries have launched campaigns to end homophobia in schools, both as a matter of human rights and as an essential compo- Researchers are finding that this nent of combating HIV and AIDS. The Pan empowerment approach is far American Health Organization (PAHO) is supporting these efforts.2 Such policy ini- more likely than conventional sex tiatives are promising. education to reduce adolescents’ Our concern should be focused on how rates of STIs and unintended to implement an empowerment approach. Technical resources offer guidance, but pregnancy. education leaders can also draw ideas and inspiration from models in the field. This issue of Quality/Calidad/Qualité highlights Scenarios is advancing the field toward the experience of Scenarios USA,3 an inno- what appears to be a far more promising vative nonprofit program that has integrat- approach—one that calls on us to depart ed a gender and rights perspective—and a from conventional approaches to sexuali- critical thinking approach—into curricula, ty education. The health, safety, and well- while fostering new pedagogies and great- being of the next generation depend on our er awareness among teachers. responding to the evidence and continuing Scenarios USA approaches sexual to innovate. health not as a standalone issue but as in- tertwined with young people’s overall lives and agency. As such, the organization’s
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