Sexuality (Challenges to safe environments 6 (Students have the right to…
Challenges to safe environments 6
include bathrooms, school discos,
but also include gender neutral uniforms.
Students have the right to use facilities that corresponds to their identity. .
Temporary solutions such a staff toilets are an option, but greater emphasis on gender neutral toilets is necessary.
Most schools have gendered uniforms, by categorising clothes by item is less stereotypical.
Discos should be an inclusive experience without restrictions on clothing
Hauora is the New Zealand philosophy surrounding health and wellbeing (MoE, 1999). 3
Created by Mason Durie,
the whare tapawha describes how we need to create balance between physical wellbeing, mental and emotional wellbeing, social wellbeing and spiritual wellbeing to sustain life (MoE, 1999).
The model is an opportunity for me to initiate a respectful and safe process to guide relationships with the student.
Topics like bullying tackle a growing problem within New Zealand, which is rated the second-highest out of 51 countries (Daly, 2017). 11
This is a huge challenge but an opportunity for me to create positive change by creating greater awareness and education for trans students dealing with bullying and discrimination.
I can do this through dealing with bullying incidents immediately and appropriately.
As a teacher, the students and I could co-construct a classroom policy that could touch on bullying or gender roles, body image and discrimination as to enhance positive attitudes and interpersonal relationships.
It may be also be challenging creating a safe respectful environment.
Students may be sex, gender or sexuality diverse or have friends or family that are.
Content may challenge students’ feelings.
So, as a teacher, I need to consider the deeper learning.
I can prepare by knowing the learners, researching their family names and cultural background (MoE, 1999a).
I can also create positive opportunities by creating guidelines, such as learn by listening, right to speak, encouraging questions, confidentiality and having fun exploring ideas.
13 These are significant findings as they present challenges to my teaching within the classroom;
because any absence from the classroom due to pregnancy and health related issues will have an effect of students’ academic success.
But, it also presents me with the opportunity to develop students’ knowledge and understanding.
I can create opportunities for students to think critically about their values and attitudes (MoE, 2007).
This can present other challenges as each student is unique and is influenced by diverse factors.
As a teacher, I need to consider the socio-ecological perspective of social and cultural influences that shape how students may learn or express sexuality (Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. 2010; MoE, 1999).
There is opportunity to draw from Hauora by using te ira tangata, embracing being Maori and exploring whakapapa (MoE, 1999a).
To empower students’ mana to reject discrimination and bullying, and to embrace their identity (Kerekere, 2016).
This is important for Maori because by connecting to our past we can inform our present (Kerekere, 2016).
It is relevant to discrimination for takatapui.
This opportunity is cross curricular and links to effective pedagogy - “encouraging reflective thought and action”, “facilitating shared learning”, “making connections to prior learning and experience”, “teaching as inquiry” (NZC, 2007).
3 Sexuality education is broader than sex education and has a holistic approach guided by Hauora (MoE, 1999).