Based on my lived experiences as a woman, I have often felt discomfort in certain situations, interactions, and relationships. In retrospect, I realize that much of this discomfort could have been avoided if a simple question was a part of those conversations. This reflection isn’t limited to my personal experiences; nine out of ten people with whom I shared my thoughts felt the same way. It’s not just about asking a question but about seeking a response that is enthusiastic, clear, and comfortable for everyone involved. This is the essence of “Consent,” which isn’t only relevant in a sexual context but is an essential part of everyday interactions. Whether it’s asking before borrowing something, joining a group activity, or initiating a physical greeting like a hug, teaching consent in these contexts can make the concept more relatable and meaningful for young learners.
Consent is permission to do something, especially when given by someone in a position of authority.
– Oxford Dictionary
Consent goes beyond simply asking; it also involves interpreting responses and recognizing non-verbal cues. Based on these experiences and principles, I wanted to create a learning experience that teaches individuals about consent. The big question was when and where to start. After extensive research, I chose to focus on middle schoolers—an ideal age group, as they are at a stage where they are developing social scripts and boundaries. Introducing consent as a key element of respectful, empathetic relationships at this age can be powerful.
This led me to design a self-paced collaborative learning experience that allows middle school learners to become aware of and practise consent; asking for permission during simple interactions.
Find the link to the concept note which lays out a brief on the background, context, learning sciences, and activities tagged with references here – click
Also, here is a custom chatGPT for learners and facilitators to talk about consent – https://chatgpt.com/g/g-3mryWC8Hs-consent-talk-advisor
