Creating ‘participatory spaces’: involving children in planning sex education lessons in Kenya, Ghana and Swaziland

Cobbett, Mary; McLaughlin, Colleen; Kiragu, Susan

doi:10.1080/14681811.2013.768527

Cited by 36 publications

(9 citation statements)

References 22 publications

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“…Relatedly, US research has examined ways that student critique can shift and deepen the work of the common core (Kornbluh et al, 2015). Other research as looked at ways to implement and critique sex education in Kenya (Cobbett et al, 2013).…”

Section: Deepen Implementationmentioning

confidence: 99%

Student voice in secondary schools: the possibility for deeper change

Mitra

2018

JEA

123

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Purpose The purpose of this paper is to consider the role of student voice in secondary school reform. Design/methodology/approach Through a literature review, it defines the concept of student voice within bodies of research on youth participation internationally. Findings It notes the ways the USA is distinct and lagging behind. It then looks at the broadening scope of ways that young people have become involved in change efforts. It considers ways that student voice can deepen implementation efforts and strengthen classroom practice. It breaks this discussion into: outcomes for classroom instruction, organizational change, and the relationship between student voice and power. The paper ends with a discussion of the importance of attending to issues of power in youth–adult relationships, including ways to avoid the co-optation of young people. Originality/value This paper reviews the most recent work showing how student voice can impact change, with a particular focus when possible on urban secondary schools to fit with this special issue. It updates a previous review of the field conducted ten years ago (Mitra, 2006). Before beginning this review, however, it is important to understand how student voice varies across global contexts.

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Section: Deepen Implementationmentioning

confidence: 99%

Student voice in secondary schools: the possibility for deeper change

Mitra

2018

JEA

123

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“…We acknowledge the clear power differentials inherent in the relationship between adults and children. This is mentioned here but is more fully discussed in Cobbett et al (2013) and is alluded to in the discussion on the dialogue process in this paper. Listening to pupils was clearly built into the foundations of the project and so was a key assumption.…”

Section: Children's Knowledge Countsmentioning

confidence: 90%

“…We focus on these countries since the context of each country was both significantly similar and different (see Cobbett et al, 2013) to allow for a range of transferable insights. So for example, in Swaziland and Kenyan schools, a higher sense of urgency was experienced by those involved in the project, most likely connected to the higher incidence of HIV in these countries (6.3% in Kenya and 25.9% in Swaziland compared to 1.8% in Ghana).…”

Section: Research Contexts and Implementation Differencesmentioning

confidence: 99%

“…We have shown elsewhere (Cobbett et al, 2013) how research found that children are largely given a series of moral injunctions teaching them that 'sex is bad' (Pattman and Chege, 2003;Pattman, 2006); that children responded by giving 'appropriate responses' and that these were what they thought the adults wanted to hear, rather than the true reflections of their own practices and experiences (Bhana, 2007b;Pattman and Chege, 2003). Bernstein (1999) labelled this a 'public code' or a restricted response.…”

Section: Children Gaining Voice: the Impact Of Dialogue And Consultationmentioning

confidence: 99%

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Inviting Backchat: How schools and communities in Ghana, Swaziland and Kenya support children to contextualise knowledge and create agency through sexuality education

McLaughlin

Swartz

Cobbett

et al. 2015

International Journal of Educational Development

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Inviting backchat: how schools and communities in Ghana, Swaziland and Kenya support children to contextualize knowledge and create agency through sexuality education Article (Submitted Version) http://sro.sussex.ac.uk McLaughlin, Colleen, Schwartz, Sharlene, Cobbett, Mary and Kiragu, Susan (2015) Inviting backchat: how schools and communities in Ghana, Swaziland and Kenya support children to contextualize knowledge and create agency through sexuality education. International Journal of Educational Development, 41. pp. 208-2016. ISSN 0738-0593 This version is available from Sussex Research Online: http://sro.sussex.ac.uk/49099/ This document is made available in accordance with publisher policies and may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the URL above for details on accessing the published version. Copyright and reuse:Sussex Research Online is a digital repository of the research output of the University.Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable, the material made available in SRO has been checked for eligibility before being made available.Copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. Paper submitted for special issue of International Journal of Educational Title Page (WITH author details)Manuscript WITHOUT author details Inviting Backchat: How schools and communities in Ghana, Swaziland and Kenya support children to contextualize knowledge and create agency through sexuality education Abstract Education about sex, relationships and HIV and AIDS in African contexts is riddled with socio-cultural complexity. In this paper the authors argue that in extreme contexts education can lead change further by developing young people as significant actors in their own lives and in the lives of the community by bringing bring about change in attitudes in the community, as well as practices in schools. A qualitative study was undertaken in eight primary schools of the use of student knowledge and voice to change attitudes, impact upon socio cultural beliefs, adultchild dialogue and drive changes in practice in AIDS education. Drawing on a contextual framework that includes a socio-cultural approach to education, Basil Bernstein's well established theories of everyday and school knowledge and Catherine Campbell's notion of AIDS competent communities, it shows how this initiative variably unfolded in six sub-Saharan countries (Botswana, Ghana, Kenya, South Africa, Swaziland and Tanzania, -al...

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“…Thirdly, in most sub-Saharan African countries, parent-child communication on sexual topics is taboo, as these conversations are perceived by some adults as an invitation for children to engage in sexual life. Nevertheless, studies have shown that there is a desire to create a space that is characterised by consultation, listening and dialogue in which adults and children would be able to participate in sex life education (5).…”

Section: Measures Of Sex Satisfactionmentioning

confidence: 99%

Factors associated with people's satisfaction with their sex life: a survey conducted in Kinshasa (Democratic Republic of Congo) during the COVID-19 pandemic

Ngamaba

Lombo

Makopa

2022

J. Public Health Afr.

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Background: COVID-19’s restrictive measures have significantly affected our health, work and social relationships. As yet, less attention has been given to the changes in sex life. Aim: This study investigates people’s satisfaction with sex life in Kinshasa in the Democratic Republic of Congo (DRC). Methods: A cross-sectional survey of the general population (18 years and over) was conducted, from 1st to 18th July 2020, in 17 municipalities in Kinshasa and several measures were used: Quality of life MANSA, EQ-5D-3L, UCLA Loneliness; PHQ-9; GAD-7. Prior to conducting data analysis, diagnostic tests for our data were performed to assess distribution, variance and multicollinearity. Descriptive statistics, bivariate correlation and multiple regression analysis were used. Results: Sex life satisfaction increases from young adults aged 18- 35 to those aged 36-55 and then there is a decrease from ages 56-69. After controlling for socio-demographic factors, sex life satisfaction was positively associated with the number and quality of people’s friendships (B=0.30, p=0.01) and people’s relationships with their families (B=0.32, p=0.03). People who feel lonely have lower sex life satisfaction (B=-0.15, p=0.01). Conclusion: People’s quality of their friendships and family relationships are important for their sexual well-being. Healthcare providers and policymakers should consider people’s quality of friendships and family relationships when planning to improve the sexual well-being of people in DRC.

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Creating ‘participatory spaces’: involving children in planning sex education lessons in Kenya, Ghana and Swaziland

Cited by 36 publications

References 22 publications

Student voice in secondary schools: the possibility for deeper change

Student voice in secondary schools: the possibility for deeper change

Inviting Backchat: How schools and communities in Ghana, Swaziland and Kenya support children to contextualise knowledge and create agency through sexuality education

Factors associated with people's satisfaction with their sex life: a survey conducted in Kinshasa (Democratic Republic of Congo) during the COVID-19 pandemic

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