What does 'empowerment' mean in school-based sex and relationships education?

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Standard

What does 'empowerment' mean in school-based sex and relationships education? / Spencer, Grace; Maxwell, Claire; Aggleton, Peter.

I: Sex Education, Bind 8, Nr. 3, 01.08.2008, s. 345-356.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Spencer, G, Maxwell, C & Aggleton, P 2008, 'What does 'empowerment' mean in school-based sex and relationships education?', Sex Education, bind 8, nr. 3, s. 345-356. https://doi.org/10.1080/14681810802218437

APA

Spencer, G., Maxwell, C., & Aggleton, P. (2008). What does 'empowerment' mean in school-based sex and relationships education? Sex Education, 8(3), 345-356. https://doi.org/10.1080/14681810802218437

Vancouver

Spencer G, Maxwell C, Aggleton P. What does 'empowerment' mean in school-based sex and relationships education? Sex Education. 2008 aug. 1;8(3):345-356. https://doi.org/10.1080/14681810802218437

Author

Spencer, Grace ; Maxwell, Claire ; Aggleton, Peter. / What does 'empowerment' mean in school-based sex and relationships education?. I: Sex Education. 2008 ; Bind 8, Nr. 3. s. 345-356.

Bibtex

@article{c9605a1eb3c8440e97e3e8580654b40b,
title = "What does 'empowerment' mean in school-based sex and relationships education?",
abstract = "Policy and practice on sex and relationships education (SRE) in England often has the stated objectives of delaying sexual activity, reducing sexually transmitted infections and lowering rates of teenage conception. Underlying these objectives is the desire to support young people in making 'informed choices' and developing the skills that will enable them negotiate positive relationships. The concept of informed choice is often linked to the concept of 'empowerment', which implies a less determined set of outcomes. Not only does current SRE policy in England present a seemingly incompatible amalgamation of two different approaches - a statutorily imposed, adult-led, focus on behavioural outcomes, and an empowerment framework with the unpredictability of outcome that this presupposes - but it also fails to take into account thorny problems surrounding the notion of empowerment. Drawing on Lukes' account of power, this paper provides a critical exploration of the conceptualisation of empowerment and subsequent practical impediments to the development and implementation of 'empowerment' within school-based SRE.",
author = "Grace Spencer and Claire Maxwell and Peter Aggleton",
year = "2008",
month = aug,
day = "1",
doi = "10.1080/14681810802218437",
language = "English",
volume = "8",
pages = "345--356",
journal = "Sex Education: Sexuality, Society and Learning",
issn = "1468-1811",
publisher = "Taylor & Francis Online",
number = "3",

}

RIS

TY - JOUR

T1 - What does 'empowerment' mean in school-based sex and relationships education?

AU - Spencer, Grace

AU - Maxwell, Claire

AU - Aggleton, Peter

PY - 2008/8/1

Y1 - 2008/8/1

N2 - Policy and practice on sex and relationships education (SRE) in England often has the stated objectives of delaying sexual activity, reducing sexually transmitted infections and lowering rates of teenage conception. Underlying these objectives is the desire to support young people in making 'informed choices' and developing the skills that will enable them negotiate positive relationships. The concept of informed choice is often linked to the concept of 'empowerment', which implies a less determined set of outcomes. Not only does current SRE policy in England present a seemingly incompatible amalgamation of two different approaches - a statutorily imposed, adult-led, focus on behavioural outcomes, and an empowerment framework with the unpredictability of outcome that this presupposes - but it also fails to take into account thorny problems surrounding the notion of empowerment. Drawing on Lukes' account of power, this paper provides a critical exploration of the conceptualisation of empowerment and subsequent practical impediments to the development and implementation of 'empowerment' within school-based SRE.

AB - Policy and practice on sex and relationships education (SRE) in England often has the stated objectives of delaying sexual activity, reducing sexually transmitted infections and lowering rates of teenage conception. Underlying these objectives is the desire to support young people in making 'informed choices' and developing the skills that will enable them negotiate positive relationships. The concept of informed choice is often linked to the concept of 'empowerment', which implies a less determined set of outcomes. Not only does current SRE policy in England present a seemingly incompatible amalgamation of two different approaches - a statutorily imposed, adult-led, focus on behavioural outcomes, and an empowerment framework with the unpredictability of outcome that this presupposes - but it also fails to take into account thorny problems surrounding the notion of empowerment. Drawing on Lukes' account of power, this paper provides a critical exploration of the conceptualisation of empowerment and subsequent practical impediments to the development and implementation of 'empowerment' within school-based SRE.

UR - http://www.scopus.com/inward/record.url?scp=48749120095&partnerID=8YFLogxK

U2 - 10.1080/14681810802218437

DO - 10.1080/14681810802218437

M3 - Journal article

AN - SCOPUS:48749120095

VL - 8

SP - 345

EP - 356

JO - Sex Education: Sexuality, Society and Learning

JF - Sex Education: Sexuality, Society and Learning

SN - 1468-1811

IS - 3

ER -

ID: 202860221