Reflecting on action: revisiting research, exploring sexuality and enhancing reflexively

Abstract

Revisiting research from an autoethnographic perspective can yield insights into researcher subjectivity, as attempts are made to consider one's subject position and situate the whole self within the research. In this article, the researcher revisits a piece of previous research, embarking on a reflective journey which documents the learning from what became a reflexive process, informed and framed by psychosocial thinking. In exploring the subject of vulnerability, the researcher is led to interpretations of their own biography. This initially leads to an unsettled self, before culminating in a greater sense of self-awareness. In exploring a site of reflective resistance linked to the author's sexuality, the article considers issues of identity and power, attendant to the effects of social discourse in terms of hegemonic masculinity.

Meaningful teaching of sexuality education framed by culture: Xhosa secondary school teachers’ views

“…2021: 39(2) Macleod (2016) sees the cultural assumptions that teachers hold about sexualities and gender as worthy of being deeply reflected upon in the teaching of sexuality education in schools. Reflection makes it possible to reach a deeper level of understanding actions (Dore, 2019). When sexuality education teachers do the self-reflexive exercise analysing their socially and culturally held biases regarding sexuality, they can be better able to understand their teaching practice.…”