Sexuality educators: taking a stand by participating in research

Beyers, Christa

doi:10.15700/201412171342

Cited by 11 publications

(17 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The broader research study's primary aim was to include children as participants by integrating adolescent girls' voices on sexual decision-making to make recommendations for the development and presentation of the sexuality education programme that forms part of the Life Orientation subject in South African schools. Given the current practices of sexuality education in South Africa (Beyers 2013;Francis 2010Francis , 2019Motalingoane-Khau 2010;Naidoo 2006;Shefer & Macleod 2015;Smith & Harrison 2013), and the void in the knowledge corpus regarding the topic (Louw et al 2010:291;Macleod 1999:8;Onyeonoro et al 2011:295;Panday et al 2009:85;Shefer 2008:92), the following research question was formulated for the purpose of this article: how do adolescent girls' voices enhance our understanding of children's need for support and guidance in the context of sexuality education?…”

Section: Introductionmentioning

confidence: 99%

Adolescent girls’ voices on their need for sexuality education: A cry for mutual sexual emancipation

Koch

Yates

Kitching

2019

HTS Teologiese Studies / Theological Studies

View full text Add to dashboard Cite

‘Teachers expect parents to teach you. Parents expect teachers to teach you. So actually you learn nothing and nobody wants to talk about it’. This quote from this research study is an adolescent girls’ cry for liberation from the silence related to sexuality because of the general reluctance of adults to talk to them about it. Given the growing concerns raised about the sexual and reproductive health of adolescents in South Africa, the aim of this study was to conduct research with adolescent girls as subjects in order for girls’ voices to enhance adult researchers’ understanding of children’s need for support and guidance in the context of sexuality education. The purposively selected sample included 75 participants from three diverse high schools in the Western Cape. The research was conducted using a phenomenological approach that values the lived experiences of participants as significant in contributing to the knowledge on adolescent sexuality. A qualitative interpretative research design was applied to collect the data. This article argues that adults cannot help adolescents in their sexual emancipation – to be free – if they themselves are not free. If they were free, they would have been able and willing to engage with adolescents in every aspect, which includes their sexuality. Including adolescent girls as partners in transforming sexuality education is presented as a core principle for the sexual emancipation of both adolescent girls and adults.

show abstract

Section: Introductionmentioning

confidence: 99%

Adolescent girls’ voices on their need for sexuality education: A cry for mutual sexual emancipation

Koch

Yates

Kitching

2019

HTS Teologiese Studies / Theological Studies

View full text Add to dashboard Cite

show abstract

“…Culture is one of the factors that can be detrimental to the implementation of CSE. In a study (Beyers 2013), most teachers in South Africa indicated discomfort to teach some of the aspects of CSE owing to cultural reasons. Adults are not allowed to deliberate on matters related to sexuality with children.…”

Section: Cultural Factorsmentioning

confidence: 99%

“…By teaching appropriate content in the Foundation Phase, learners are exposed to relevant and age-appropriate content, good decision-making, and good values and attitudes that will support decisions about their sexual and reproductive health later in their lives (Kirby 2011b, p. 31). Francis (2011) in Beyers (2013) states that teaching about sex and sexuality empowers learners not only to prevent adverse outcomes but also to establish healthy attitudes toward sexuality.…”

Section: Curriculum and Csementioning

confidence: 99%

“…Adults are not allowed to deliberate on matters related to sexuality with children. This is because there is a cultural belief that discussion of issues that pertain to sex with children will enable them to acquire a lot of information on sexuality which will propel them to apply it (Beyers 2013;Väyrynen 2004). Again, discussion of sexual matter between a child and an adult is regarded as a taboo (Walker and Milton 2006;UNESCO 2015a).…”

Section: Cultural Factorsmentioning

confidence: 99%

See 1 more Smart Citation

Accommodating Comprehensive Sexuality Education within the Grades R–3 Curriculum in South Africa

Venketsamy¹,

Kinnear²

2020

The Education Systems of Africa

View full text Add to dashboard Cite

show abstract

“…In his research, Kirby (2011b) (Kirby 2011b:31). Francis (2011) (in Beyers 2013 states that teaching learners about sex and sexuality enables them not only to avoid negative outcomes but also to establish healthy attitudes towards sexuality.…”

Section: Early-grade Curriculum and Comprehensive Sexuality Educationmentioning

confidence: 99%

Strengthening comprehensive sexuality education in the curriculum for the early grades

Venketsamy

Kinear

2020

South African Journal of Childhood Education

View full text Add to dashboard Cite

This article aims to strengthen the comprehensive sexuality education (CSE) curriculum for the early grades (Grade R-3, children between the ages of 6 and 8 years) and to gain an understanding of teachers' knowledge and understanding of CSE and its links to the Curriculum and Assessment Policy Statement (CAPS): Life Skills. Background:The continuing high rate of child abuse and sexual violence has highlighted the need for a focused intervention in the form of educating young learners on sexual risks and protection against harmful behaviours and making them aware of their right to be protected. Aim:The aim of this article is to strengthen the comprehensive sexuality education (CSE) curriculum for the early grades and to gain an understanding of teachers' knowledge of CSE and how it is linked to the Curriculum and Assessment Policy Statement (CAPS): Life Skills.Setting: This study was conducted at two schools in different districts in the Gauteng Province, in environments where rich data could be solicited from the participants regarding their knowledge of how to strengthen CSE in the curriculum.Methods: A qualitative case study was conducted that included eight Foundation Phase teachers and two subject advisors. One focus group interview was held with teachers and subject advisors. The analysis of documents containing teachers' and subject advisors' notes was examined through the lens of the Behaviour-Determinant-Intervention (BDI) Logic Model. Results:The data gathered showed the following significant gaps in CAPS: Life Skills CAPS need to be addressed and aligned to the International Technical Guidelines on Sexuality Education (ITGSE), and teachers need to be adequately trained in the content and teaching methodologies of CSE in the early grades. Conclusion:The CAPS curriculum must be aligned to the ITGSE. Teachers need to be trained; detailed scripted lesson plans should be made available to all early-grade teachers and appropriate resources should be provided to support teaching and learning to strengthen the CSE implementation.

show abstract

Sexuality educators: taking a stand by participating in research

Cited by 11 publications

References 23 publications

Adolescent girls’ voices on their need for sexuality education: A cry for mutual sexual emancipation

Adolescent girls’ voices on their need for sexuality education: A cry for mutual sexual emancipation

Accommodating Comprehensive Sexuality Education within the Grades R–3 Curriculum in South Africa

Strengthening comprehensive sexuality education in the curriculum for the early grades

Contact Info

Product

Resources

About