Designing an effective sexuality education curriculum for schools: lessons gleaned from the South(ern) African literature

Wood, Lesley; Rolleri, Lori A.

doi:10.1080/14681811.2014.918540

Cited by 21 publications

(12 citation statements)

References 91 publications

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“…Many authors have stressed the limitations of educational programmes promoting behaviours and attitudes where application is strongly hampered by disabling normative, cultural and political environments, notably in the global South (e.g. Michielsen et al 2012;Wood and Rolleri 2014). But the global North still experiences challenges in this respect as well.…”

Section: Contextual Barriersmentioning

confidence: 99%

“…The need to address gender power relations as part of CSE has been argued for a long time, and an actual shift towards the successful integration of gender as part of sexuality education has indeed been noted of late, for girls as well as boys (e.g. Barker, Ricardo, and Nascimento 2007;Dworkin, Fleming, and Colvin 2015;Haberland 2015;Rogow et al 2013;UNFPA 2010;Wood and Rolleri 2014). On the basis of her comprehensive review of evaluation studies, Haberland (2015) concludes that education programmes that addressed gender or power were five times likely to be effective as those that did not.…”

Section: Ways Forwardmentioning

confidence: 99%

“…This has been argued for the developing (e.g. Harrison et al 2010;Iyer, Clarke, and Aggleton 2014;Ott et al 2011;Wood and Rolleri 2014) as well as the developed world (e.g. Cushman et al 2014;Schutte et al 2014).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Lessons learned from a decade implementing Comprehensive Sexuality Education in resource poor settings:The World Starts With Me

et al. 2015

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Section: Contextual Barriersmentioning

confidence: 99%

Section: Ways Forwardmentioning

confidence: 99%

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Lessons learned from a decade implementing Comprehensive Sexuality Education in resource poor settings:The World Starts With Me

et al. 2015

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“…In the latter region, HIV is but one of many intersecting problems, that fuels and is fuelled by other social and developmental challenges, resulting in a high level of stigma and discrimination associated with those infected and affected by the epidemic (Flint & Hewitt, 2015; Wood & Rens, 2014; Wood & Rolleri, 2014). Initial HIV and AIDS research tended to focus on the clinical and bio-medical aspects of the epidemic which did not directly address the social aspects.…”

Section: Introductionmentioning

confidence: 99%

Problematizing official narratives of HIV and AIDS education in Scotland and Zimbabwe

Nyatsanza

Wood

2017

SAHARA-J: Journal of Social Aspects of HIV/AIDS

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When human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) are framed within an intersectional approach, they have the potential to transform understandings of social justice within the curriculum and education policy and practice in general. Yet, this transformative potential is often hampered by official narratives that fail to position HIV and AIDS as an integral component of overlapping systems of oppression, domination and discrimination. This article explores how official HIV and AIDS narratives tend to promote systemic injustice and inequality within education policy and practice in both Scotland and Zimbabwe, despite their good intents. We frame our argument within a transformative education discourse which seeks to create participatory and emancipatory HIV-related messages at school, tertiary and community levels. Using a narrative enquiry design, a Foucauldian theoretical lens was used to analyse the narratives derived from key informant responses, supplemented by analysis of key documents that deal with HIV and AIDS in both Scotland and Zimbabwe. Four broad narratives emerged: the 'Gay' Narrative; the Migration Narrative; the Conspiracy Narrative; and the Religious Narrative. We discuss how each of these narratives entrench stigma across both developed and developing world contexts, and propose how a more intersectional interpretation would contribute to a deeper and less stigmatizing understanding of HIV, thus offering more useful insights into related policy and educational practices. This article will thus contribute to the growing body of intersectional HIV and AIDS knowledge that is relevant for schools, teacher education, public health and community settings, not only in the countries studied, but the world over.Keywords: discourse theory, emancipatory, narratives, policy, power, teacher education RésuméSitués ensemble dans un contexte interdisciplinaire, le VIH et le Sida ont le potentiel de transformer la perception de la justice sociale dans le curriculum du système éducatif, sa politique et son fonctionnement en général. Pourtant, ce potentiel de transformation est souvent entravé par le discours officiel qui omet de considérer le VIH et le sida comme des parties intégrantes de plusieurs systèmes qui se chevauchent, à savoir l'oppression, la domination et la discrimination. Cet article cherche à étudier comment le discours officiel sur le VIH et le Sida tend à promouvoir l'injustice et l'inégalité systémiques inhérentes à la politique de l'éducation et de son fonctionnement en Écosse et au Zimbabwe, malgré de bonnes intentions. Nous développons notre argument à partir d'un discours d'éducation transformateur qui cherche à transmettre un message participatif et émancipateur sur le VIH dans les écoles ainsi qu'aux niveaux tertiaire et communautaire. En travaillant avec une enquête sur le discours, les réponses des sujets clé interrogés ont permis de faire une analyse du discours et de filtrer l'enquête par l'optique Foucaldien; ceci est accompagné d'une anal...

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“…In more recent times there has been ongoing and intense resistance to new forms of sex education including from schools, religious bodies and NGOs. For example, a number of studies point to ongoing beliefs among some teachers that sexuality education is a moral and values-related topic (Baxen 2008;DePalma & Francis 2014a;Francis 2016a;Francis & DePalma 2013;Helleve, Flisher, Onya, Mukoma & Klepp 2009) and that it does not belong in the classroom (Ahmed, Flisher, Mathews, Mukoma & Jansen 2009;Francis 2010;Helleve et al 2009;Mathews, Boon, Flisher & Schaalma 2007;Wood & Rolleri 2014). Helleve et al (2009) and Francis (2012; also found that teachers, afraid of being seen to break with tradition, feel under pressure to teach values akin to those of the local community.…”

Section: Introductionmentioning

confidence: 99%

'Let's see if it won't go away by itself.' LGBT microaggressions among teachers in South Africa

Francis¹,

Reygan²

2016

Educ. as change

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We explored types and qualities of microaggressions or subtle forms of discrimination towards lesbian, gay, bisexual and transgender (LGBT) people among teachers in South Africa. For data collection, we used in-depth interviews. Twenty-five Life Orientation teachers, nine men and 16 women, from both rural and urban schools throughout the Free State Province participated. Our findings suggest heterosexism as well as subtle and sometimes harder to pin down forms of bias -microaggressions -are experienced in these contexts. Given the educational policy shifts on LGBT rights in South Africa, we argue that microaggressions need to be clearly located in the larger macro context of systemic heterosexism which pervades schools and the teaching of sexuality education in South Africa. We conclude with implications for teaching and support interventions to make schools more LGBT inclusive.

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Designing an effective sexuality education curriculum for schools: lessons gleaned from the South(ern) African literature

Cited by 21 publications

References 91 publications

Lessons learned from a decade implementing Comprehensive Sexuality Education in resource poor settings:The World Starts With Me

Lessons learned from a decade implementing Comprehensive Sexuality Education in resource poor settings:The World Starts With Me

Problematizing official narratives of HIV and AIDS education in Scotland and Zimbabwe

'Let's see if it won't go away by itself.' LGBT microaggressions among teachers in South Africa

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