Intersex awareness and education

What part can health and physical education bodies of learning and teaching play

Bibliographic Data

ID12572774
AuthorsLisahunter (0000-0002-6426-4158, Monash University), Lisa Hunter Lisahunter (Monash University, corresponding author), Agli Zavros-Orr (0000-0002-3320-9535, Institute of Education, Arts and Community, Federation University, Ballarat, Australia), Sherree D Halliwell (0000-0002-1307-1794, University of Southern Queensland), Annette Brömdal (University of Southern Queensland), Kirstine Hand (0000-0002-0566-4434, True Relationships and Reproductive Health, Brisbane, Australia), Bonnie Hart (0000-0001-8835-0029, Independent Academic and Consultant, Cambroon, Australia)
Year2022
Volume28
Issue9
Pages1047-1067
Publication date2022-09-20
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueSport Education and Society (JOURNAL)
Journal identifiersISSN: 1357-3322 • E-ISSN: 1470-1243
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13573322.2022.2115477
OpenAlexW4296777275
LanguageEN
Citations received8
References cited30

It is well-documented that schools fail to adequately engage with contemporary content about intersex awareness and education or inclusion of people with intersex variations. Where sexuality and relationships education are the remit of Health and Physical Education (HPE) curriculum in countries such as Australia, the learning area shows little obligation/response-ability towards the needs of students with intersex variations. It also fails to pay nuanced attention to non-dominant issues, knowledge, or people with respect to sex, gender and sexuality. Similarly, the normative endosex nature/focus of HPE/PE/sport and related professional education bodies (e.g. in teaching and coaching) ignore the need for relevant and affirming content about intersex bodies. A recent project reported here, created a collective narrative addressing how such HPE bodies of learning and teaching can advocate for and enact approaches that are inclusive, affirming, visible, and supportive in promoting and upholding the human rights and health needs of students with intersex variations. The research question driving the project was: What part can HPE bodies of learning and teaching play concerning intersex awareness and education? This original empirical research draws on the methodology and theory of narrative inquiry. The narrative was created between artefacts from a cohort of second year Australian pre-service HPE teacher education students in dialogue with teacher/researcher/expert/author bodies. The paper employs a recently developed Strategic Framework for intersex inclusion that promotes a positive whole-school approach, for educational institutions to be more inclusive, humane, safe and educationally relevant for people with intersex variations. This framework assists critical reflection on project findings. We argue that such engagement, as illustrated in this project’s scope, promotes a positive and diverse understanding about intersex in educational spaces, curriculum and pedagogies, guidelines, and policies, and ultimately reflect Australian Human Rights Commission recommendations and Australian anti-discrimination legislation

Coaching · Curriculum · Human sexuality · Inclusion (mineral · Narrative · Narrative inquiry · Normative · Obligation · Pedagogy · Political science · Sociology · Gender Roles and Identity Studies · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology · Sexual Differentiation and Disorders

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