Picture that: supporting sexuality educators in narrowing the knowledge/practice gap

A systematic review of comprehensive sexuality education for South African adolescents

“…Of Regarding the studies' specific aims, most of the studies focussed on the LO teacher. 17,18,19,20,21,23,24,25,26,28,33,34,36,39 More specifically, studies were directed to understand: how LO teachers teach CSE 25 ; the challenges that LO CSE teachers generally face 26,33 ; the profile, characteristics and qualification(s) that a LO CSE teacher needs to possess 16,24,33 ; whether and how qualified, prepared and comfortable LO teachers are to teach CSE 25 ; how teachers' own life experiences (such as past trauma and how they themselves were sexually educated) impact on how they teach and deliver content 19,25 ; how teachers' cultures, social background, values and morals impact on how the subject is delivered and what is taught and promoted 20,21,23,25,28,39 ; teachers' understanding of learners' context and why they engage in risky sexual behaviour, 17 and to investigate the discrepancy between what teachers believe learners need from CSE and what learners actually need. 18 The remainder of the studies focussed on learners: how learners experience, understand and perceive LO CSE, 16 as well as their voices around what they learn in the LO CSE class and how it is perceived, which was performed to make recommendations for the improvement of the programme.…”

“…2 These claims can be confirmed by current statistics of the sexual health of adolescents in SA. The SA Child Gauge publication 3 reports that between the years 2008 and 2017, the proportion of adolescent boys and young men engaging in sex at an early age increased, whilst condom use amongst young men and women (15)(16)(17)(18)(19)(20)(21)(22)(23)(24) has decreased. Although the total number of new HIV infections have declined by 44% since 2012, young adults (15-24 years) continue to be at higher risk, accounting for over a third (38%) of all new infections in 2017.…”

“…Although the total number of new HIV infections have declined by 44% since 2012, young adults (15-24 years) continue to be at higher risk, accounting for over a third (38%) of all new infections in 2017. Females are particularly at risk in that the rate of new HIV infections each year is highest amongst young women (15)(16)(17)(18)(19)(20)(21)(22)(23)(24) who were three times more likely to become infected than young men, with an estimated 66 000 new infections in young women compared to 22 000 in young men in 2017. Human immunodeficiency virus prevalence in SA (existing infections in the population) is also higher amongst adolescent girls and young women (15.6%), who account for three-quarters of 20-24-year olds living with HIV -whereas 4.8% of young men were HIV positive in 2017.…”

‘Listening with our eyes’: Collaboration and HIV and AIDS curriculum integration in South African higher education

“…PVMs include drawing, collage, photovoice, participatory video and so on, and we found that because of its participatory nature our challenging research focus of integration of HIV and AIDS into the academic curriculum became more doable and understandable. Several researchers in the area of HIV and AIDS have successfully used drawing with learners (Beyers, 2012), students (Van Laren, 2007 and teachers (De Lange, Mitchell & Stuart, 2011;Wood, De Lange & Mkumbo, 2013), and academics such as Theron, Mitchell, Stuart and Smith (2011) have found making use of drawings engaging.…”

Activist performance and performative activism towards intersectional gender and sexual justice in contemporary South Africa

“…Studies in schools provide qualitative evidence of the silencing and marginalization of learners with non-conforming desires and practices (Bhana, 2014a, 2014b; Francis, 2012; Msibi, 2012; Mthatyana and Vincent, 2015; Ngabaza et al, 2016). A lack of knowledge and sensitivity among teachers as well as resistance to teaching sexual and gender diversities in sexuality education classes has been illustrated (Beyers, 2012; Bhana, 2014a; Francis and Msibi, 2011; Wilmot and Naidoo, 2014). Further, prescriptions of heteronormativity and the rationalization of homophobia in the teaching of sexualities education, as one example, that draw on religious, culture-deterministic and moralistic discourses, have been increasingly documented (Baxen, 2010; Bhana, 2014a; Francis, 2013; Helleve et al, 2009; Johnson, 2014; Khau, 2012).…”