SISA spaces
Consent cannot be a singular lesson plan. We need to reimagine the ways in which consent can be integrated into our curriculum content, conversations, and how we role-model it.
The language of consent is not neutral. It is rigid where it should be nuanced, malleable where it should be firm. Yes is an all-encompassing spirit, ever-expanding; No is frustratingly constricted, barely visible.
There may be situations in which a person’s responses might not be unquestionably equated with consent. Is consent merely a ‘yes’ or does one need to look for other cues to make sure their partner wants the same thing as them when it comes to intimacy?
विकलांगता के साथ जी रहीं महिलाओं (Women with Disabilities/WWD) को यौन और प्रजनन संबंधी स्वास्थ्य देखभाल और अधिकारों पर ज़रूरी बाचीत
शहरी पुणे के एक नगरपालिका स्कूल की आठवीं कक्षा – एक सह-शिक्षा कक्षा जिसमें 18 लड़के और 12 लड़कियाँ हैं – के कुछ अनुभव
… when they believed we were of the right age to marry, they urged us to “leave everything behind and get settled”. When marriage is considered such an important institution in our society, why not teach us about consent as well?
…when both of us speak about the way we engage in our workspaces, we find common contradictions and barriers. How does a queer person navigate these barriers, constantly negotiating when, where and on what terms to engage? To be seen or to remain unseen?
How would we see the world really, if we were open to the idea that it is not purpose but play that drives us to seek companionship, be it an orchid seeking a pollinator or a human seeking another?
Marriage also feels complicated when one approaches it through the lens of feminism. Marriage throws in two people and often their families into a system designed to perpetuate patriarchy, subjugate women, and bind men and women (in heteronormative marriage) into strict roles in the marriage.
Each time a child or adolescent asks a question that may be (even indirectly) related to sexuality, many parents and teachers get squirmy and nervous. This may be because they themselves do not have the information required, but in most cases, it has more to do with the ‘hush-hush’ that surrounds sexuality.
I feel that parents, teachers and CSE can make room for these disparate realities of adolescents by first acknowledging the limits of formal sexuality education, that the curriculum imparted formally fails in providing the kind of learning that happens through other sources.
A child’s social environment in their foundational years plays a critical role in shaping their worldview and influences their responses and the way they communicate with their peers.
Despite the lack of a formal Comprehensive Sexuality Education (CSE) curriculum in place in India, there has been a growing interest in providing CSE programmes in schools.
My mother’s openness gave me a profound glimpse into how deeply conversations – or their absence – shape our sense of self.