Infant simulation in parental and sexuality education in Greenland

Introduction: This article examines processes related to teaching and learning through implementation of a new dialogue-based parental and sexuality education program using infant simulators. Aim: The purpose is to examine the ways in which infant simulators used in sexuality education in Greenland operate to include and exclude, embrace and marginalize, offer access to and create barriers to students’ learning of parental roles and responsibility, pregnancy and sexuality. Methodology: The empirical findings are draw from the account of the education effects observed in schools geographically spread, partly through an extensive survey of students and parents (n = 1068). The sample includes 802 answers to questionnaires from students, predominantly aged 13 to 16 years, and 266 parental answers. Classroom observations have been supplemented with personal interviews conducted with the principal organiser and the local educators. Additionally, figures on teenage pregnancy, abortion and sexually transmitted diseases were collected from the Greenlandic statistics to get an overview of (presumed) health effects. Findings: The short-term impact of the program, including the effectiveness of infant simulation is a change in the teenagers’ perceptions of pregnancy and parenting. In addition the evaluation shows an impact on teenage pregnancies according to geographical diversity and social contexts. Conclusion: Further use and development of infant simulation in this parental and sexuality education in Greenland requires critical focus on the professional health education competencies implied in the program to cut across methodological boundaries and address educational issues that intersect with youth health, urban development, Inuit values, social welfare and parenting.