Abstract
ABSTRACT This article introduces a novel conceptual typology for understanding how reproduction knowledge is provided in sexuality education curricula and applies it to the school curricula in the German federal states. Given the lack of systematic conceptual approaches currently, I examine curricula from a policy perspective by considering them central to conveying politically selected information about reproduction. I advance an analytical framework that assesses curricula along two dimensions: prescriptiveness and comprehensiveness, measuring the number of topics covered, and the degree of detail to which curriculum content is specified. Four ideal types of reproduction knowledge provision are identified: residual, selective, broad, and extensive. These categories describe how states shape the provision of reproduction knowledge through sexuality education curricula. The analysis of curricula reveals significant variation, with relatively low levels of comprehensiveness, while prescriptiveness varies to a greater extent. The article advances the literature on comprehensive sexuality education and highlights the importance of taking a detailed look at structural differences in curricula. It offers insight into how states regulate reproduction knowledge provision, and recognises this process as a crucial yet under-examined and under-conceptualised policy arena.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Similar Papers
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.