I utilize children sexuality education to delineate the blueprint of my sexuality/gender consciousness. From the perspective of autoethnography, based on life experiences, using instructional practice as the practice field, through the spirit of action research, on the position of education, I described the internal formation of sexuality/gender consciousness and its manifestations in instructional practice of my role as a teacher of child education in the process of conducting sexuality education for children.
Regarding the burden of sexuality/gender consciousness, I employed a subjective viewpoint in reviewing life courses, describing family and developmental backgrounds, learning, and work experience in laying out my formative background in sexuality/gender consciousness. For the instructional practice of sexuality education, I utilized instructional techniques such as discourse, games, fine arts, discussions, picture books, and theatre. An integrated curriculum was used to conduct the primary sexuality education courses; daily life and interests of children received attention to allow for additions or adjustments to the sexuality education curriculum.
The writing method used was autoethnography, which was primarily used to exhibit life burdens, returning to instruction, climate and atmosphere, and finally recommencing as my review of teaching, as well as expectations for the future. I attempted to use the conversion processes of life and sexuality education instructional practice in discovering the existing gender stereotypes and changes in body image. Through influence of developmental experiences and environments, I sensed external sexuality/gender pressure, as well as my observation and blindness toward sexuality/gender consciousness, and I recounted reflections and interpretations of sexuality/gender consciousness.