Sexuality education in comparative perspective: conceptualising reproduction knowledge provision in school curricula

This article introduces a novel conceptual typology for understanding how reproduction knowledge is provided in sexuality education curricula and applies it to the school curricula in the German federal states. Given the lack of systematic conceptual approaches currently, I examine curricula from a policy perspective by considering them central to conveying politically selected information about reproduction. I advance an analytical framework that assesses curricula along two dimensions: prescriptiveness and comprehensiveness, measuring the number of topics covered, and the degree of detail to which curriculum content is specified. Four ideal types of reproduction knowledge provision are identified: residual, selective, broad, and extensive. These categories describe how states shape the provision of reproduction knowledge through sexuality education curricula. The analysis of curricula reveals significant variation, with relatively low levels of comprehensiveness, while prescriptiveness varies to a greater extent. The article advances the literature on comprehensive sexuality education and highlights the importance of taking a detailed look at structural differences in curricula. It offers insight into how states regulate reproduction knowledge provision, and recognises this process as a crucial yet underexamined and under-conceptualised policy arena.