Rights statement: The final, definitive version of this article has been published in the Journal, Global Studies of Childhood, 9 (3), 2019, © SAGE Publications Ltd, 2019 by SAGE Publications Ltd at the Global Studies of Childhood page: https://journals.sagepub.com/home/GSC on SAGE Journals Online: http://journals.sagepub.com/
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Vulnerable subjects and autonomous actors
T2 - The right to sexuality education for disabled under-18s
AU - Daly, Aoife
AU - Heah, Rachel
AU - Liddiard, Kirsty
N1 - The final, definitive version of this article has been published in the Journal, Global Studies of Childhood, 9 (3), 2019, © SAGE Publications Ltd, 2019 by SAGE Publications Ltd at the Global Studies of Childhood page: https://journals.sagepub.com/home/GSC on SAGE Journals Online: http://journals.sagepub.com/
PY - 2019/9/1
Y1 - 2019/9/1
N2 - International human rights standards are clear that children and young people have a right to sexuality education. Nevertheless, the delivery of such education is often considered questionable, particularly for groups of children perceived as more ‘vulnerable’. In this article, the example of the right to access sexuality education for disabled children is used to explore the autonomy/vulnerability dynamic. Historically, sexuality education has been denied to disabled children, ostensibly to protect them from information and activities perceived as inappropriate due to their (perceived) greater vulnerabilities. It is argued, however, that discourses of sexual vulnerability can actually be dangerous in themselves. Sexuality education, rather than being a threat to disabled under-18s, serves as a way to increase their autonomy by equipping them with tools of knowledge around sex and relationships. This case study demonstrates how the autonomy of under-18s is not something inherent in them but something which can be enhanced through recognition of rights such as education and information, as well as recognition of adult responsibilities to facilitate this.
AB - International human rights standards are clear that children and young people have a right to sexuality education. Nevertheless, the delivery of such education is often considered questionable, particularly for groups of children perceived as more ‘vulnerable’. In this article, the example of the right to access sexuality education for disabled children is used to explore the autonomy/vulnerability dynamic. Historically, sexuality education has been denied to disabled children, ostensibly to protect them from information and activities perceived as inappropriate due to their (perceived) greater vulnerabilities. It is argued, however, that discourses of sexual vulnerability can actually be dangerous in themselves. Sexuality education, rather than being a threat to disabled under-18s, serves as a way to increase their autonomy by equipping them with tools of knowledge around sex and relationships. This case study demonstrates how the autonomy of under-18s is not something inherent in them but something which can be enhanced through recognition of rights such as education and information, as well as recognition of adult responsibilities to facilitate this.
KW - children’s autonomy
KW - vulnerability
KW - UN Convention on the Rights of the Child
KW - sexuality education
KW - disabled children
U2 - 10.1177/2043610619860997
DO - 10.1177/2043610619860997
M3 - Journal article
VL - 9
SP - 235
EP - 248
JO - Global Studies of Childhood
JF - Global Studies of Childhood
IS - 3
ER -