It Takes a Village: Partnerships in Primary School Relationships and Sexuality Education in Aotearoa.

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-01-01 Epub Date: 2022-07-28 DOI:10.1007/s40841-022-00260-5

Rachael Dixon, Tracy Clelland, Megan Blair

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引用次数: 2

Abstract

The implementation of relationships and sexuality education as part of Health and Physical Education in The New Zealand Curriculum (Ministry of Education, Ministry of Education. (2007). The New Zealand Curriculum. Learning Media Limited.) involves a range of people sharing their perspectives in order to shape the subject on paper and in practice. This paper presents the findings of a qualitative collective case study in three primary schools in Aotearoa. Experimenting with Appreciative Inquiry, we found that connections and conversations between a wide variety of people and organisations have a critical role to play in relation to planning and teaching relationships and sexuality education in schools: (i) Schools and teachers working in partnership with colleagues within and across schools, (ii) connections with whānau and relationships with learners, and (iii) access to wider supports and services. Our findings suggest that having conversations and establishing and maintaining productive partnerships between a variety of people are critical if relationships and sexuality education is to live up to its potential and meet learners' needs.

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它需要一个村庄：奥泰罗阿小学关系和性教育伙伴关系。

将两性关系和性教育作为新西兰课程中健康和体育教育的一部分（教育部，教育部，2007年）。新西兰课程。Learning Media Limited。）包括一系列的人分享他们的观点，以便在纸上和实践中塑造主题。本文介绍了对奥泰罗阿三所小学进行的定性集体案例研究的结果。通过对欣赏性调查的实验，我们发现，各种各样的人和组织之间的联系和对话在规划和教学关系以及学校性教育方面发挥着关键作用：（i）学校和教师与学校内外的同事合作，（ii）与whānau的联系以及与学习者的关系，以及（iii）获得更广泛的支持和服务。我们的研究结果表明，如果关系和性教育要发挥其潜力并满足学习者的需求，那么在不同的人之间进行对话、建立和保持富有成效的伙伴关系至关重要。

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来源期刊

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.00

自引率

11.10%

发文量

期刊介绍： New Zealand Journal of Education Studies (NZJES) is the journal of the New Zealand Association for Research in Education. Since 1966, NZJES has published research of relevance to both the Aotearoa New Zealand and international education communities. NZJES publishes original research and scholarly writing that is insightful and thought provoking. NZJES seeks submissions of empirical (qualitative and quantitative) and non-empirical articles, including those that are methodologically or theoretically innovative, as well as scholarly essays and book reviews. The journal is multidisciplinary and interdisciplinary in approach, and committed to the principles and practice of biculturalism. In accordance with that commitment, NZJES welcomes submissions in either Maori or English, or the inclusion of the paper abstract in both English and Maori. NZJES also welcomes international submissions that shed light on matters of interest to its readership and that include reference to Aotearoa New Zealand authors and/or contexts. The journal also welcomes proposals for Special Themed Sections, which are groups of related papers curated by guest editors.NZJES is indexed in Scopus and ERIC. All articles have undergone rigorous double blind peer review by at least two expert reviewers, who are asked to adhere to the ‘Ethical Guidelines for Peer Reviewers’ published by the Committee on Publication Ethics (COPE).