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

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

SN - 1468-1811

VL - 8

SP - 345

EP - 356

JO - Sex Education

JF - Sex Education

IS - 3

ER -