Graduate studies at Western
Journal of Moral Education 26 (3):353-361 (1997)
|Abstract||Abstract This paper suggests that sexuality education needs to take into account the myths by which teachers educate and students learn. Here myth is understood as a narrative, paradigm or vision. The paper does not argue against myth. Rather, it argues that myth or narrative provides a much needed depth dimension to sexuality education. It does argue, however, that the existing myths serve sexuality education poorly. The final section of the paper proposes three narratives which provide rich alternatives to the dominant myth|
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