What now?

Rasmussen (2010, p. 121) discusses how morality in multicultural societies is inherently conflicted – posing the question of “whose morality should be reflected in the curriculum”.

Whilst many people against progressive sexual education are parents looking out for their children, the best way to keep youth safe is through informing them. Without comprehensive education on sexuality and relationships, media fills the whole of how young people’s views are shaped. The need for “real-world topics and concerns” leads them to find their own media sources, risking falling victim to hateful, unrealistic and misinformed content, ultimately putting themselves and others at risk in future relationships (Mhórdha & Stępień 2024, p. 57). Thus, having a safe and authentic source of information is essential for personal development.

Research offers multiple points that aid towards understanding the moral panic that occurs when breaking society’s traditional taboos, as well as the subjectivity of different moral stances. Sexual education is inherently a “battleground for political and ideological differences”, ultimately  producing “limited or biased approaches” to education (Mhórdha & Stępień 2024, p. 61). The most prominently discussed solution to this issue is the eradication of the “fear of controversy” – by understanding the driving forces behind moral panics and addressing public concerns, oppositional protests can be suppressed. It is widely acknowledged that moral panics “[operate] to stall ‘progress’” (Rasmussen 2010, p. 128). It can be reasoned that for progress to effectively occur the role of secularism in the public domain should be considered, namely, its role in reshaping the influence of religious values in promoting highly subjective information.

How I addressed feedback from Pitch

Originally, my project was in the format of a video essay, however after considering drafts I found that a set of blog posts would be more efficient and effective in organising separate ideas, providing a stronger structure and flow of information – ultimately giving audiences time and space to process. Taking on tutor feedback, I ensured my final project discussed why using Netflix’s Sex Education as a case study is interesting, and why it gets it right the way it does.

References

Mhórdha, M N & Stępień, A 2024, ‘Sex education on screen: Power, pleasure and moral

panics’, Alizés: Revue angliciste de La Réunion, no. 44, pp. 51-66.

Rasmussen, M L 2010, ‘Revisiting moral panics in sexuality education’, Media International

Australia, vol. 135, pp. 118-130.

Sex Education 2019, television program, Netflix, America.