We should be outraged by sexuality education’s colonialist connections. As a researcher and trainer based in the UK, I see how deeply blatant colonialist influences run in the field of sex education. The British empire was obsessed with the sexualities of their subjects and imagined their societies to be exotic licentious places where upper class British men could live out illicit fantasies. Yet, at the same time, these societies were deemed to be wells of immorality that needed Victorian moral education. These dual imaginaries were used to justify colonialism itself as a force to civilize non-western bodies and sexualities, and remain as ideas which echo in more contemporary discourses around controlling population and HIV.

“The current pandemic is straining human resources, disrupting supply chains and service delivery, and negatively impacting service seeking among women and girls in countries across the globe,” said Sarah Barnes, Project Director of the Wilson Center’s Maternal Health Initiative. She spoke at a recent event, co-hosted by the UN Population Fund (UNFPA), on unintended pregnancies during the COVID-19 pandemic. The increasing rates of unintended pregnancies during the pandemic have exacerbated the vulnerabilities of many women, said Anneka Knutsson, Chief of the Sexual and Reproductive Health Branch at UNFPA.

Whether marginalized populations, such as adolescents, LGBTQ+ people, migrant workers, and sex workers are included in health services can be a “litmus test” of our progress towards universal health coverage (UHC), said Sivananthi Thanenthiran, Executive Director of Asian-Pacific Resource and Research Centre for Women (ARROW). Thanenthiran spoke at a recent Wilson Center event with the United Nations Population Fund (UNFPA) and the World Health Organization (WHO) Department of Sexual and Reproductive Health and Research about the importance of engaging stakeholders in sexual and reproductive health (SRH) to achieve UHC for all. In SRH services, the most marginalized and most vulnerable populations are often left out, she said. When engaging stakeholders, representatives from these groups must be included to ensure equity in healthcare services.

In June 1969, the Stonewall Uprising in Manhattan served as a critical tipping point for the Gay Liberation Movement in the United States. Each June, communities around the world celebrate Pride Month to honor this struggle and continue fighting for a more equal future. More than 50 years after Stonewall, Lesbian, Gay, Bisexual, Transgender, and Queer or Questioning (LGBTQ+)* people in the United States struggle to access culturally competent and respectful sexual and reproductive health care.

“From birth, from almost from cradle to grave, girls have been seen as some sort of baggage,” said Shamsa Suleiman, Project Management Specialist for Gender and Youth at the U.S. Agency for International Development (USAID), Tanzania. Suleiman spoke at a recent Wilson Center event with USAID MOMENTUM Country and Global Leadership about balancing power dynamics to achieve equity for all women and children in maternal, child, and adolescent health, and family planning. Home should be a safe space, said Suleiman. But for many girls, it no longer is. To escape the poverty and pressures at home, including early marriage and other forms of gender-based violence, some girls leave, said Suleiman. “Girls are trying to escape the safe spaces.”

“As we’re talking, the bodily autonomy of millions of women and girls around the world is still denied,” said Klaus Simoni Pedersen, Acting Director of the Division of Communications and Strategic Partnerships for the United Nations Population Fund (UNFPA) at the recent U.S. launch event of the 2021 UNFPA State of the World Population report, hosted by the Wilson Center and UNFPA. The report, My Body is My Own: Claiming the Right to Autonomy and Self-Determination, examines the global status of women and girls as reflected in their agency and decision-making power.

In Kenya, primary and secondary school students take courses called Life Skills Education. So do students in Malawi, Mozambique, Namibia, and Swaziland. South Sudan adds “peace-building” to the subject title. Lesotho, Madagascar, Rwanda, Tanzania, Uganda, and Zambia are more direct. These countries add the word “sexuality” to the course name.