Family and parenting in the pedagogies of sexuality: A scoping review of the topic in the Brazilian context

Relationships and Sex Education (RSE) has been subject to controversy historically and several studies have analysed the challenges and barriers to delivering it in schools. Recently, however, a new global phenomenon has sharpening debate with the emergence of anti-gender movements and their discourse on ‘gender ideology’. The focus now is less on the issue of delivering RSE in school, than the possibility of there being such a thing as RSE. This controversy derives from the responses of reactionary social, religious and political groups in many European countries, but organised globally. These groups appeal to parents’ right to veto RSE activities in schools. This article examines this phenomenon starting from the thesis that the ultimate aim of current anti-gender mobilisations is not so much to undermine sex and gender equality policies, but democracy itself. To do so, it first examines the actions of anti-gender movements and the ‘gender ideology’ they claim exists. It then moves to analyse school-based RSE, discussing debate about delivering RSE in schools and how anti-gender movements have hardened this debate, with special attention paid to ‘parent’-led controversies in Spain and Europe.

Relationships and Sex Education (RSE) guidance for schools in England outlines the ‘compulsory’ teaching of LGBTQ+ identities. This study aimed to investigate teachers’ perceptions and experiences of delivering the curriculum. In total, 72 teachers in England responded to an online survey. Responses to the closed survey questions indicated variability in terms of having access to adequate resources and training, feeling confident, and having adequate support from their school and parents. Two main categories with sub-categories were identified from the open-ended responses that reflect the challenges of delivery and suggestions for improvement. A key issue identified was how to teach children about gender identity, with concerns about ‘gender ideology’ being expressed by some teachers. Teacher confidence was reported to be low, with problems in some schools of a lack of leadership and parental support, as well as an unhelpful school culture, particularly in faith schools. To conclude, although there are schools where LGBTQ+ inclusive RSE appears to be working well, teachers lack confidence and the necessary resources. When combined with a lack of support from school leaders, parents, and policy makers, this makes it challenging for teachers to advance an LGBTQ+ inclusive agenda as part of RSE.

The Personnel and Guidance JournalVolume 54, Issue 7 p. 371-374 The Emergence of Sex Therapy James W. Maddock, James W. Maddock James W. Maddock: is Education and Training Coordinator for the Program in Human Sexuality at the University of Minnesota Medical School in Minneapolis and an Assistant Professor in the Departments of Psychiatry and Family Social Science. Before coming to Minnesota, he was Director of Family Life Education for the Association for Family Living in Chicago. In addition to professional training in sex therapy, his interests include marital therapy for sexual incompatibility and the study of moral development in children. He serves on the advisory boards of both the National Council on Family Relations and the American Association of Sex Educators and Counselors (AASEC).Search for more papers by this authorRichard A. Chilgren, Richard A. Chilgren Richard A. Chilgren: is Director of the Program in Human Sexuality at the University of Minnesota Medical School, where he is also an Associate Professor in the Departments of Pediatrics, Psychiatry, and Obstetrics and Gynecology. He is currently serving on the board of directors of the Sex Information and Education Council of the U.S. (SIECUS). His interests, in addition to professional sex education, include the relation of religion and science, especially as these apply to the study of the use of human energies and the emergence of new philosophies of life.Search for more papers by this author James W. Maddock, James W. Maddock James W. Maddock: is Education and Training Coordinator for the Program in Human Sexuality at the University of Minnesota Medical School in Minneapolis and an Assistant Professor in the Departments of Psychiatry and Family Social Science. Before coming to Minnesota, he was Director of Family Life Education for the Association for Family Living in Chicago. In addition to professional training in sex therapy, his interests include marital therapy for sexual incompatibility and the study of moral development in children. He serves on the advisory boards of both the National Council on Family Relations and the American Association of Sex Educators and Counselors (AASEC).Search for more papers by this authorRichard A. Chilgren, Richard A. Chilgren Richard A. Chilgren: is Director of the Program in Human Sexuality at the University of Minnesota Medical School, where he is also an Associate Professor in the Departments of Pediatrics, Psychiatry, and Obstetrics and Gynecology. He is currently serving on the board of directors of the Sex Information and Education Council of the U.S. (SIECUS). His interests, in addition to professional sex education, include the relation of religion and science, especially as these apply to the study of the use of human energies and the emergence of new philosophies of life.Search for more papers by this author First published: March 1976 https://doi.org/10.1002/j.2164-4918.1976.tb04263.x AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Volume54, Issue7March 1976Pages 371-374 RelatedInformation

Objective: This paper aims to highlight the danger posed by the “autotropic” thinking (ed Luigi Zoja), always present in the totalitarian ideologies, in hindering, by ideological dissemination, the circulation of prevention of discrimination and gender-based violence, and rights culture. Design and Method: Real social experiment in vivo. Results: News of the spread of the so-called ‘gender ideology’, which is designed to transform sex education in schools through a practice in which children are ‘instigated to homosexuality, invited to masturbation since early infancy, forced to attend pornographic films screenings and to have carnal relations with children of the same sex.’, circulated in Italy since summer 2015. Despite being unfounded and far-fetched, these news have spread against all expectations, generating a social resistance against programs of prevention, diversity education, and gender or sex education. Conclusions: Following the idea formulated by Luigi Zoja in ‘Paranoia’, the epidemic dissemination of a non-existent ‘gender ideology’ is linked to a fourfold characteristic system of the information itself, which will be analyzed in this work. In this light, ‘autotropia’ is the last and final step of paranoid thinking: a mechanism that, once set in motion, contributes to paranoia being able to feed itself.

The conception of the framework on gender, sexuality and sexual education in schools has been emphasizing with importance for many years, beyond the family space, that today this theme has acquired more strength. This study aimed to analyze in the literature the legal frameworks on the approach to gender and sexuality in school to legitimize the fight against discrimination and the security of freedom. The methodology used for the elaboration of this research is characterized as descriptive, as descriptive, as to the means used for analysis, made use of bibliographic research, being built on the basis of materials already published, such as books by authors such as Louro (2004), Oliveira (2003), sites with legislation focused on Gender Equality as special secretariat of policies for women and articles of journals that were in the databases Scielo and Google Academic within the context of the relationship of gender and sexuality in school. From the accomplishment of this research, there are several legal frameworks such as the Federal Constitution of 1988, the Law of Guidelines and Bases of National Education (1996), National Curricular Parameters (1997), among others, which present themselves as legitimate ones that address gender equality. In addition, there are judges that ensure the ideology of gender and sexuality in school, such as that carried out by the Attorney General of the Republic Rodrigo Janot in 2017 who challenged law 1.516/15 of the municipality of Novo Gama- GO, which censored "the dissemination of material based on gender ideology in the municipal schools of Novo Gama "and the Federal Superior Court thatcarried out the Pre-compliance Of Fundamental Precept (ADPF) 467, that dealt with the Ipatinga Legislation (MG) that excluded from the municipal education policy all declaration stowerse to sexual orientation and gender diversity.

This research aims to establish the values of dialogue in the parental relationship from the Holy Qur’an and the pure Sunnah, using the analytical descriptive, and rooting approaches. The research divided into two sections: the concept of dialogue values and the rooting of science and the need for it and its foundations, while the second topic: applications of dialogue values to the parental relationship from the Qur’an and Sunnah. The research reached several conclusions, the most prominent of which is that the values of dialogue in the family are defined: the criteria that family members take into consideration while communicating with each other, whether in family, parental or marital relationship, and the relationship of brothers to each other. Accordingly, the researcher recommends studying holy texts from Qur’an and the Sunnah related to parental and marital relations and making them a field for research and scientific and educational consideration. Keywords: Rooting, family dialogue values, parental relationship.

This research aims to establish the values of responsibility in the parental relationship from the Holy Qur’an and the pure Sunnah, using the analytical descriptive, and rooting approaches. The research divided into two sections: the concept of dialogue values and the rooting of science and the need for it and its foundations, while the second topic: applications of dialogue values to the parental relationship from the Qur’an and Sunnah. The research reached several conclusions, the most prominent of which is that the values of dialogue in the family are defined: the criteria that family members take into consideration while communicating with each other, whether in family, parental or marital relationship, and The relationship of brothers to each other. Accordingly, the researcher recommends studying holy texts from Qur’an and the Sunnah related to parental and marital relations and making them a field for research and scientific and educational consideration.

Introduction: In the past two decades, sport management research in Brazil has progressed, but there are some issues hindering this development. Despite associations and dedicated journals, studies commonly face theoretical and methodological challenges. To date, there has not been an extensive discussion on the development of sport management research in Brazil, particularly those utilizing a qualitative approach. Objective: The aim of this article was to systematically map the scientific literature on qualitative research in the field of sport management in Brazil. Methodology: Using Arksey and O'Malley's framework, a scoping review was conducted on articles from major English and Portuguese journals (2000-2022), identifying 115 qualitative studies. Results: Frequency analysis demonstrated most studies used case studies or the type of qualitative research was not identified. A thematic analysis indicated a concentration and possibilities for expanding research themes, as well as the need to employ contemporary qualitative methods in sport management research within the Brazilian context. Discussion: The results largely align with studies analyzing qualitative research in sport management in the international context. However, the findings provide insights into future directions for research in sport management within the Brazilian context. Conclusions: It is observed that qualitative research in sport management in Brazil is tracing a path that demonstrates its youthfulness but with ample room for growth and deepening.

Much recent research on the history of sex education has focussed on policy formation, whereas the actual content of sex education material has been relatively neglected.1 This is surprising because the different forms of textual and illustrative material employed in sex education raise a broad range of questions of interest to historians of sexualities and bodies. Sex education literature provides a record of how sexual identities were defined and heterosexual activities constructed. Books, brochures, leaflets, and magazine articles, as well as films and TV programmes addressing the issue convey a great deal about what was assumed to be ‘normal’ sexual behaviour. Such materials reflect contemporary concepts of what constituted acceptable practices relating to courtship and marriage, family relationships, pregnancy and childbirth. Furthermore, sex education literature can be read as a culturally and historically contingent repertoire of concepts of the body, of how the sexual body was understood and of what kind of knowledge about the sexual body should be conveyed to the young. Hence, sex education material can be analysed as a guide for the young to learn about how to be a boy or a girl, a man or a woman. This chapter examines textual and visual representations of pregnancy andchildbirth in (West) German sex education books from the 1900s to the 1970s. Over the entire period, nearly all sex educators suggested that questions such as ‘Where do I come from?’ or ‘How does life begin?’ were amongst the most burning questions in which the young were interested. However, by dealing with these issues, sex educators directed children’s attention to the relevance of a specific knowledge of reproduction. Authors used their narratives about pregnancy and childbirth to strengthen the fine line they were at pains to draw between mediating sexual knowledge to the young and inciting premature sexual activities. At the same time, children’s sexual understanding was also shaped by the silences within these narratives and what sex educators thought unimportant or inappropriate to convey to the young.2

This paper presents qualitative research investigating changes of gender roles and family relations across war-initiated migration journeys for Syrian and Iraqi refugees now settled in Canada. The impact of gendered cultural narratives and social norms is evident in gender role changes in spousal and parental relationships. Refugees story their family and relational lives against the social, cultural, and political backdrop of war, migration journey, different social norms related to family roles and gender, and across time. These findings extend understanding of how persons migrating from Arab countries across the globe are reshaping cultural narratives about family, parenting, and marital relationships.

Davit Katamadze
 Email:datoqatamadze@gmail.com
 Doctor of Social Sciences (Psychology), BSU, Teacher of the Department of Psychology 
 Batumi, Georgia
 https://orcid.org/0009-0008-8815-1167
 
 Shorena Meskhidze 
 Email:shorena.meskhidze@bsu.edu.ge 
 PhD candidate in psychology, BSU Assistant 
 Batumi, Georgia
 https://orcid.org/0000-0001-9801-5347
 
 Nino Rusieshvili 
 Email:niniarusieshvili@gmail.com 
 Teacher, Master of Clinical Psychology, BSU, special teacher of psychology clinic 
 Batumi, Georgia
 https://orcid.org/0009-0002-6370-5553
 Abstract. Sexuality education is a combination of high-quality teaching methods that not only covers the medical aspects of sexuality, but also focuses on human sexuality, personal relationships, developmental psychological features, anatomy, sexually transmitted diseases, intercourse, sexual orientation, gender identity, contraception, and sexual If around reproductive rights and responsibilities. The purpose of sexual education is to equip young people with the necessary information and values so that they can develop the ability to have safe and perfect sexual relations, which takes into account the pleasure factors as well as the formation of a sense of responsibility for their own sexual and reproductive health and well-being.
 Best practice in sexual health education focuses on the importance of the role of teachers and ensuring they are well prepared. One of the most critical factors affecting the effectiveness of sexuality education programs is the comfort and skill of the teacher. Teachers should be well prepared to introduce students to the basic principles of sexuality education, freely and without any hindrance factors.
 The purpose of our research was to study how much the teachers working in the general education space are informed about the sexual education program, as well as how they see their own role in the preparation and implementation of the sexual education program. Our goal was also, if necessary, to hold an informational meeting for them and introduce them to the sexual education program. According to our hypothesis, teachers see the need to implement a sex education program, although they are not ready to talk about sex education issues.
 The results of the study confirmed our assumption. In particular, it was revealed that teachers do not consider themselves competent to talk about issues related to sexuality education. However, 48% of teachers would like to talk about these issues. Most teachers place responsibility on parents.
 It is worth noting the fact that most of the teachers express their desire to be retrained on issues of sexual education.

ABSTRACTIssue AddressedSchool‐based relationships and sexuality education (RSE) offers broad social, emotional and physical health benefits. However, many teachers feel unprepared to deliver comprehensive, contemporary RSE. To address this, the Curtin RSE Project supported schools in implementing whole‐school RSE using a Health Promoting Schools framework, through a supported case study intervention.MethodsA multiple, embedded case study design was employed to evaluate implementation in participating case study schools. Of the four schools recruited, data were collected from one primary and one secondary school. This paper reports on student surveys (Grades 6 and 7–12) and focus group discussions and interviews with teachers, parents and students (Grades 9–12). Descriptive statistics were generated for the surveys and reflexive thematic analysis conducted for qualitative data.ResultsStudents found RSE relevant, though some reported discomfort during sessions. The breadth of RSE topics in the primary school increased post‐intervention. Four themes were reflexively identified to understand RSE implementation: RSE is systematically not prioritised; Approaches to age‐appropriate education; Schools are appropriate environments; and A whole‐school approach for success.ConclusionsSupport from school leadership was essential for proper implementation of whole‐school RSE, supported by passionate and well‐supported school staff. Whole‐school approaches ensured consistent messages within the school and home environment.So What?There is a pressing need to embed RSE in pre‐service teacher education and to provide coordinated, ongoing professional learning for in‐service teachers. Provision of technical support for schools facilitates implementation. These strategies will ensure delivery of contemporary, high‐quality RSE and support sustainable whole‐school implementation.

After decades of steady progress in terms of gender and sexual rights, several parts of Europe are facing new waves of resistance to a so-called ‘gender ideology’ or ‘gender theory’. Opposition to progressive gender equality is manifested in challenges to marriage equality, abortion, reproductive technologies, gender mainstreaming, sex education, sexual liberalism, transgender rights, antidiscrimination policies and even to the notion of gender itself. This book examines how an academic concept of gender, when translated by religious organizations such as the Roman Catholic Church, can become a mobilizing tool for, and the target of, social movements. How can we explain religious discourses about sex difference turning intro massive street demonstrations? How do forms of organization and protest travel across borders? Who are the actors behind these movements? This collection is a transnational and comparative attempt to better understand anti-gender mobilizations in Europe. It focuses on national manifestations in eleven European countries, including Russia, from massive street protests to forms of resistance such as email bombarding and street vigils. It examines the intersection of religious politics with rising populism and nationalistic anxieties in contemporary Europe.

This article presents a literature review on the expression “gender ideology”, identifying the origin and the uses that this expression has had in different social and political contexts. The central thesis of this paper is that the principles underlying “gender ideology” are used as a discourse to promote religious values concerning life and family, thereby hindering structural changes in sexual education, the agency over one's own body and affective relationships, and the creation of a subjectivity that questions those values.

This dissertation attempts to find out what associations exist between dysfunctional parental relationships in the childhood of rapists and the rapists' violent acts. It also briefly examines the sociocultural effects which nurture such relationships. Rape, a crime very prevalent in our society today, is now perceived as an acute expression of men's contempt for and anger against women. The former interpretation of rape as primarily a sexually motivated crime is no longer popular. This dissertation attempts to trace the origin of the rapist's psyche from his dysfunctional parental relationships. Rare data on rapist's family relations from a recent FBI survey on 41 serial rapists provided the empirical base for this dissertation. In order to enlarge the sample size for this dissertation, relevant information was extracted from an additional 31 rapists' case histories through content analysis and added to the FBI study. These 31 case histories were drawn from three different sources. Information about the rapists' dominant parental figures and the rapists' positive and negative parental relationships were extracted and tabulated in three separate tables. Relevant information drawn from one additional source was also incorporated into the tables. These three tables were used to clarify the nature of the rapists' parental relationships. In addition, 18 case histories selected from the 31 case histories mentioned above were analyzed in order to show, in more detail, the nature of the rapist's negative parental relationship and its role in the creation of the rapist psyche. The combined result of the FBI study and the 31 case histories, the analysis of the 18 case histories, and information from other sources suggest a strong correlation between the rapists' negative parental relationships and their crime of rape. The data on the rapists were compared to survey responses by 41 imprisoned felons, not convicted of a sexual offense, and by 150 male university students. The comparison revealed important differences in the family relations of the rapists and the other two groups. Our society's self-abusive, aspiritual cultural tendency was briefly examined as the basic influential force in creating negative parental relationships.