Toward a more effective pedagogy for sexuality education: The establishment of democratic classrooms

Educators in the United States are charged with the moral imperative of educating the young for citizenship in a democracy. While this imperative has somewhat sporadically guided theory within the field of sexuality education, it has not been a noticeable force in the shaping of praxis. The aims of this article are to define democratic education, to argue for the importance of applying the principles of democratic classrooms to sexuality education, and, finally, to discuss ways in which sexuality educators can begin to build some of the concepts of democratic education into their classroom practices.