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Addressing sexting in sexual health education classrooms is one way of supporting young people to become good sexual citizens and to emphasise respect and consent in their sexual practices and in their lives. While a fair amount of research has worked with youth to understand their motivations for sexting, less research has been conducted with in-service teachers to understand their perspectives, pedagogical approaches, and beliefs regarding young people and sexting. Set in this context, this paper discusses findings from interviews with Canadian teachers who were teaching a new Ontario Health and Physical Education curriculum that included discussions of sexting. Our findings suggest that many teachers are still engaging discourses of risk, shame and blame when they talk to their students about sexting. Likewise, longstanding gender norms and stereotypical sexual scripts are evident in the ways in which many teachers both understand and teach sexting. Some teachers, however, are engaging in more promising pedagogical practices that frame sexting as having a range of uses, outcomes, and purposes, painting a more holistic picture of young people's sexting landscapes. Findings from this paper may be useful for educators and policymakers creating sexting curriculum for young people in educational settings. [ABSTRACT FROM AUTHOR]

This paper addresses the imperative for social work educators and professionals to integrate environmental dimensions into curricula and field practice purposefully. Advocates argue that this integration is vital for the profession to effectively contribute to social and environmental justice. Despite these calls, there is a paucity of scholarly attention to the extent of environmental justice considerations in social work curricula. In response, this study employs in-depth interviews with program directors and curriculum content analysis at McGill University’s School of Social Work to assess the inclusion of environmental justice issues. The findings reveal that these issues are marginally and superficially integrated into the curriculum. Despite this, interview participants express confidence in social work students’ ability to support clients facing significant environmental challenges. This study suggests broadening the traditional ‘person-in-environment’ concept in social work education and practice to encompass the physical environment. [ABSTRACT FROM AUTHOR]

This article explores the hidden gendered curriculum concealed in the texts, exhibitions and other structural devices of museums and what they teach visitors to see and think. Grounded in conceptualisations of culture, representation, and language, past feminist studies of museums and applying feminist visual discourse analysis (FVDA) we found hiding in plain sight in public museums in Canada and England a diversity of 'languages' that subversively aggrandised masculine power and privilege and (re)inscribed negative or limited understandings to women which we argue as feminist adult educators have epistemic, identity and agency consequences. We also argue that whilst museums are trying to address often centuries old exclusionary gendered practices progress is slow because these practices are so embedded and unconscious and reflect pervasive social notions of 'common sense'. Our study makes an important contribution to feminist museum studies by rendering visible a web of complex structural and textual gendered biases and to adult education. By adding museums to our curricula we can provide our students with a visual and immersive way to hone the critical visual literacy skills needed to understand more fully how both seen and unseen languages operate not just in the museum, but across society. [ABSTRACT FROM AUTHOR]