| Titre : | Pedagogical Strategies to Address Menstrual Taboos in the French Collège Classroom: A Review of the Literature |
| Auteurs : | Brinn McNutt ; Ecole des hautes études en santé publique (EHESP) (Rennes, FRA) |
| Type de document : | Mémoire |
| Année de publication : | 2024 |
| Description : | 29p. / fig., tabl. |
| Langues: | Anglais |
| Classement : | MPH/ (Mémoires MPH à partir de 2024) |
| Mots-clés : | Menstruation ; Tabou ; Education sexuelle ; Pédagogie ; Apprentissage cognitif ; Collège ; France ; Revue de littérature |
| Résumé : |
Introduction: This literature review explores effective pedagogical practices for addressing menstrual taboos in French collège classrooms (ages 11-13). It delves into the diversity, historical persistence, and health implications of taboos, particularly surrounding menstruation, which can hinder education and communication. This review highlights exploring menstrual taboos and education within the French and sexual health education scheme as well as through a critical pedagogy framework.
Methods: A review of articles focused on pedagogical strategies for taboos in general and menstrual taboos in educational settings. The research was limited to published, English articles discussing pedagogy in high-income countries within the last 14 years. Results: Six articles were found to meet the criteria and were thus reviewed. Findings from the review reveal diverse global perspectives on teaching taboos and menstrual taboos within educational settings, including insights from the United States, the United Kingdom, South Korea, New Zealand, and global viewpoints. Discussion: The review identifies a significant research gap regarding the French context and middle school education. Key findings emphasize the importance of creating open, trusting learning environments and employing a critical pedagogy approach. Additionally, preparing educators, integrating menstrual education into comprehensive sexual education, and ensuring the curriculum and materials are relevant to students’ lives. However, implementation challenges, including financial and political constraints and adapting to technological advancements, are evident. Conclusion: While implementing these best practices to address menstrual taboos in France faces challenges, the ultimate vision is to cultivate an educational framework where sexual and menstrual education is approached positively. This empowers students with knowledge, resources, and autonomy to navigate menstruation confidently while fostering empathy, inclusivity, and shared responsibility for reproductive health. |
| Diplôme : | Master MPH of public health |
| Plan de classement simplifié : | Master of Public Health - master international de Santé Publique (MPH) |
| En ligne : | https://documentation.ehesp.fr/memoires/2024/mph/brinn_mcnutt.pdf |
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