The media in Malta is reinforcing sexual stereotypes and is not helping to encourage correct sexual behaviour and spread the right information, the House Social Affairs Committee heard yesterday.
The view was expressed by educators as the committee continued to discuss the updating of Malta’s sexual health policy. Of the seven members of the committee, only chairman Deborah Schembri (PL) and member Paula Mifsud Bonnici (PN) were present.
The teachers testified that drama and content produced in the Maltese language reinforced the “dominant male-submissive female” stereotypes which were being challenged in other aspects of life.
Young adults were allowed to watch programmes which undid the work of Personal and Social Development (PSD) teachers.
The teachers pointed out that students in Church, State and private schools received the same tuition, even if there was more resistance in Church schools.
Religious study emphasised the need to accept differences and build bridges across diversity
Teaching on sexuality was placed within a set of values, placing abstinence as the highest value, failing which fidelity and responsibility were taught as being of paramount importance.
The use of contraception in Church schools was still taught with the aid of an appropriate kit, as used in State schools. The teachers said the emphasis was being placed on stable relationships and the PSD teachers were focusing strongly on the way relationships were being forged over the internet.
Turning to transgender students, they said that since most schools were not co-educational, this was a very real problem, also in terms of catering for the sexual education of the child concerned.
The same problem, in different parameters, related to children with special needs; they too needed to learn how to handle their sexuality.
The lack of time and shortage of teaching staff in junior classes for the teaching of science was hindering the build-up to appropriate sexual knowledge.
Religious knowledge reinforced sexual education, emphasising the need to accept differences and build bridges across diversity. This applied to the acceptance of gay union. Religion emphasised the dignity of a person and the value of a committed relationship.
Religion, science and PSD worked hand in hand, with different emphases, the teachers told the committee.