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The existence of the homosexual is increasingly visible as the society is more open to difference. However, the respect to this group of people does not seem to grow with it. The decision of the Ministry of Education to start teaching homosexual topics in elementary and high schools in the school year of 2011 stirred a multitude of controversies. This was selected as the topic of this study as to attempt to investigate the feasibility of promoting homosexual education and its strategies from different perspective of the disputes of homosexual education. Literature review and collection of theories suggest that fear, prejudice and discrimination have projected on the homosexual socially and culturally. Therefore, they have to go through internal and external struggles as they identify themselves in terms of sexual orientation. It is still much debated whether sexual orientation is innate or acquired. However, homosexuality in no longer the psychological disorder as previously defined by medical practice. The Gender Equity Education Act stipulates that the gender equity education taught in elementary and high schools has to include homosexual topics, but there is lack of studies in this regard. The interview approach of qualitative research was introduced to collect data. Stakeholders of homosexual education were interviewed including teaching staff of elementary and high schools, parents, the homosexual and experts as the participating interviewees of the study. 11 interviewees were invited for individual interviews. For analysis result, the data gathered in the study were compiled and analyzed in 4 aspects, “whether homosexual education should be taught in elementary and high schools and why,” “disputes regarding teaching homosexual topics in elementary and high schools,” “the controversies of homosexual education and how the Ministry of Education deals with it” and “the feasible strategies for teaching homosexual education in elementary and high schools.” As far as the study results are concerned, most of the interviewees were able to accept the teaching of homosexual education in elementary and high schools at least on the basis of understanding the status of current status. However, some of the interviewees displayed apparent difference in the knowledge of homosexual orientation. One of the interviewees who is a parent was against homosexual education in elementary and high schools due to the gender dualism from religious belief. The perspectives that whether the sexual orientation is innate or acquired and that whether homosexual education has influence on students’ sexual orientation have influence on their attitudes toward homosexual education. Even those who accepted teaching homosexual education in elementary and high schools had disagreements among them on various issues such as “the contents of 3 dedicated books,” “the professional literacy of teachers,” “emotional education and diverse gender civil rights,” “to what extent it is taught,” “influence on the development of sexual orientation” and “understanding your own sexual orientation.” For how the Ministry of Education deals with the disputes of homosexual education, some of the interviewees argued that there was lack of sexual consciousness and clear position of education, thus leading to no room to go forward or backward. Officials who are in charge should play more actively as the competent authority and propose feasible strategies to promote homosexual education in elementary and high schools.
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