Exploring age-old Xhosa values in the teaching of sexuality education

Abstract

Research demonstrates that teachers’ cultural perspectives influence how they teach sexuality education; however, it is not clear how this occurs. Therefore, in my study, I explored how Xhosa teachers’ cultural perspectives influenced their practice of teaching sexuality education to adolescent Xhosa learners. I purposively selected 9 female Xhosa teachers and took them through the photovoice process, adopting a critical paradigm and drawing on a participatory visual methodology in achieving this aim. The findings reveal 2 themes: on the one hand, the participants used the past as a lens by drawing on some age-old cultural values and adhering to a didactic model of teaching, and on the other, they shifted towards a new practice by innovating their teaching method and refocusing on a safe lifestyle. The participants stated that the values of assertiveness and passivity were necessary for girls to navigate their adolescent sexuality successfully, even though the 2 values seemed contradictory. This presents a dichotomous dynamic, calling for the scrutiny of the Xhosa culture as it relates to sexuality. This work has implications for teacher professional development and training, as innovative and participatory methods are appropriate for use within sexuality education.

Analysing the hegemonic discourses on comprehensive sexuality education in South African schools

“…This is true, too, of the values emphasised in relation to education about sexuality and relationships such as, for example, the insistence on sexual abstinence rather than on informed decision-making. Young people have reported that CSE is presented mostly from an abstinence focused (Msutwana & de Lange, 2017), disease-ridden (Mayeza & Vincent, 2019) and heteronormative framework (Reygan, 2016). They have also noted that CSE is often offered by embarrassed (Pound et al, 2016), unconfident (Francis & DePalma, 2014b) and poorly trained (Wood, 2009) teachers.…”