ABSTRACT
This chapter argues that many school-based sexuality education teachers and the programs from which they teach do not address young bisexual women’s learning needs. As suggested in Chapter 1, international research into school-based sexuality education has historically experienced barriers that are consistent throughout the Western world (Allen, 2009; Allen et al., 2014; Kehily, 2002a; Mayo, 2007). This chapter examines sexuality education using as a working example the framework provided by the NZC (2007). The Principles of the NZC (Ministry of Education, 2007) are the “foundations of curriculum decision making,” describing the curriculum as “non-sexist … and non-discriminatory” (p. 9). The Principle of Inclusion recommends that “student’s identities … are recognised and affirmed and that their learning needs are addressed” (Ministry of Education, 2007, p. 9; see also Banks, 2015; Richards, Brown, & Forde, 2007)). Excluding reference to bisexuality in sexuality education suggests teachers and programs disregard their school curriculum’s recommendation for recognition and affirmation of identity (Lodge & Lynch, 2004; Quinn, 2002). In addition, heteronormative discourses in school sexuality education invisibilize young bisexual women.
