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Drawing on curriculum examples from Australia and Canada, we outline three key elements to support the development school-based HPV vaccination literacy for young people: (1) knowledge and understanding about HPV and HPV vaccination; (2) the scientific principles underpinning vaccination; and (3) the socio-political factors influencing HPV vaccination. These elements benefit from cross-curricular integration and a whole-of-school approach. Educating young people about HPV and HPV vaccination improves their vaccination knowledge and understanding, health literacy and vaccination-related psychosocial outcomes.

While consent forms part of the Health, Wellbeing and Relationships strand of the New South Wales (NSW) Personal Development, Health and Physical Education (PDHPE) curriculum in Australia, it is not consistently or effectively delivered within schools. The recent e-campaign, Teach Us Consent in NSW, drew attention to the alarmingly high rates of sexual assault experienced by young women during their school years or shortly after. The campaign called for mandatory, inclusive and comprehensive consent education in schools. This paper presents research from a case study of an elite, same-sex, Catholic boys' school in NSW, Australia, examining the types of knowledge and attitudes young men and their PDHPE teachers had about sexual consent and the types of consent pedagogies mobilised. Semi-structured, in-depth interviews were conducted with the five male PDHPE teachers, and a focus group was conducted with five Year 11 male students (aged 16–17). The findings highlight that while participants recognised the importance of sexual consent in intimate relationships, consent pedagogies were grounded in individualising discourses of risk, responsibility and care, which rearticulated hegemonic gender norms. Findings from this study contribute to discussions of how schools approach consent education, and the limitations presented by outsourcing relationships and sex education. [ABSTRACT FROM AUTHOR]

In this response to Damien Riggs' analysis of sex education websites, the author draws on Foucault's understanding of knowledge, power and governmentality to understand how some forms of knowledge about sex and sexuality become normalised "official knowledge" that frame institutional policies and practices and shape everyday discourses. Foucault provides a framework for analysing sexuality as a modality of government that produces and manages what types of knowledge are, or are not, "knowable" about sex, gender and sexuality. The author then considers the implications for those who are marginalised or silenced in "official" knowledge cultures of this kind. Theory, she argues, provides tools for disrupting normative knowledge about childhood sexuality, which frames educational practices and everyday discourses. (Contains 1 note.)

Recent research focusing on professional experience has shifted towards understanding preservice teachers' learning. The aim of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Ten volunteering first-year preservice teachers, who were enrolled in a four year degree, were recruited. A qualitative practitioner inquiry approach was employed, with participants interviewed twice to provide insights into their learning and theorising of practice. Key themes emerged around the relationship between the unit content (theory) and professional experience (practice); notions of professionalism; engagement with the syllabus and lesson planning; communication; and understanding of students. Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements. However, future research is needed to provide stronger evidence for these placements.

This paper develops new lines of analysis for understanding the relationships between globalisation, the imagination and emergent models of the "girl-citizen". It begins by outlining a new critical framework for studying globalisation that takes as its object of study not what globalisation "is", but what globalisation "does". Making use of Foucault's analytics of governmentality, it argues that globalisation can be usefully understood as a complex and contradictory set of movements that establish new modes of regulation over the conduct of individual citizens. It further argues that within the current global "milieu", the "imagination" operates as part of a broader neo-liberal project of government that situates the global citizen in the role of entrepreneur of the self. For girls and young women the imagination becomes a tool for constructing and governing their gendered selves alongside idealised models of global citizenship and cosmopolitan identity. Finally, it is proposed that examining the role and effects of the imagination in "making" and "managing" global citizenship-subjects is vital to understanding the emergent models of girl-citizenship both within and outside schooling contexts. (Contains 3 notes.)

Teachers and teacher educators are often hard pressed to find resources that creatively integrate lesbian, gay, bisexual, transgender (LGBT), and intersex issues into the early stages of primary education. While there is a growing number of academics who stress the importance of addressing topics of sexual and gender diversity during the early years of schooling, it is more difficult to find classroom resources that help teachers integrate these topics into their day-to-day praxes. In 2001, when Vicki Harding saw the narrow range of family narratives and gender images within her daughter's classroom and school libraries, she and Brenna decided it was time to sit down and get creative. What started as a simple activity of storytelling and writing at home has now become the "Learn to Include Education Resource Series." It consists of two brightly coloured story books (with two more in press) authored by Brenna and Vicki (and illustrated by Chris Bray-Cotton), a Teacher's Information Sheet, a series of student activity sheets, and posters to hang in the classroom or staffroom. While still in its formative stages, the project has recently secured funding to expand the series into teacher education training and a larger set of resources. The series is intended to forge deeper understandings around the diversity of families locally and globally. This series signals the importance of community-based initiatives to pedagogy. It is time to look beyond school board resources or those in school libraries and realize that there are now many individuals and non-governmental organizations creating queer youth projects that are useful to both classroom teachers and those in academia. This article presents a review of grassroots curriculum developed for primary education on non-traditional families.

In this article, the author wants to suggest a new way of approaching the topic of sexuality within the secondary and/or tertiary classroom and offer an example of a teaching resource that might help facilitate this shift. He introduces "Bouncing Castle: Keeping Families Together," a movie directed and produced by Chris Castro and produced by Giovanni Campolo-Arcidiaco and Vanessa Gonzalez. "Bouncing Castle" is an an initiative of the Western Sydney chapter of Parents, Families and Friends of Lesbians and Gays (PFLAG). As a pedagogical tool, "Bouncing Castle" teaches about what it means to be GLBT from a different starting point. "Bouncing Castle" is a unique teaching tool in that it speaks to this systemic nature of homophobia. In discussing the internalised fears and struggles that parents face when their children come out, homophobia is seen as everyone's issue, as everyone's problem. It is no longer an isolated incident in the schoolyard or classroom but understood against a broader set of heteronormative practices that govern people's everyday lives.

An introduction is presented in which the editor discusses various reports within the special issue on topics including ophthalmology in schools, U.S. schools as clinical sites for health and medical intervention, and school-based inspections of children's eyesight in the 19th century.