Beyond teaching the 'taboo': renegotiating sexuality and relationships education’s boundaries with students and teachers

Despite a body of research that clearly shows that teachers, students and researchers are forging new directions in sexuality and relationships education (SRE), challenges remain in translating research into practice so that young people are engaged in SRE that meets their needs in ways that are inclusive and positive. Drawing on a number of research projects with pre-service teachers and young people over the past 10 years, this paper will focus on the pedagogical possibilities of doing SRE differently. The paper begins by tracing the historical landscape of SRE, contextualising current approaches to SRE and draws strategic links to the five propositions of the new Australian Curriculum: HPE (AC: HPE): a focus on educative purpose, taking a strengths-based approach, developing health literacy, and taking a critical inquiry approach (ACARA, 2013). The paper will then offer a sustained and critical consideration of the possibilities and politics of engaging with young people and pre-service teachers in renegotiating the boundaries of what SRE is and could be.