Learning to negotiate sexual relationships: a girls’ school in Tanzania as a restrictive and agentic site

Abstract

Literature on schooling in Africa often frames sexual relationships as threatening girls' educational participation, health, and general well-being. Schooling practices aimed at sheltering girls reflect the prevalence of discourses emphasising danger and abstinence. This article presents the case of one all-girls school in Tanzania which provides a protective environment while also teaching young women strategies to negotiate sexual and romantic relationships. Drawing on classroom observations and in-depth interviews, we examine how the school's policies, practices, and lifeskills curriculum offer students a supportive environment in which to learn about relationships. Our analysis reveals that young women find this space simultaneously restrictive and freeing, and that their learning has supported their ability to imagine equitable relationships for themselves. This case contributes to our understanding of how schools can serve as sites that foster young women's agency when curriculum and pedagogy create space for open discussion of sexual relationships.

School experiences and young women's pregnancy and parenthood decisions: A systematic review and synthesis of qualitative research

“…423) described as 'regulating their sexual identities with their aspirations' through avoiding sex (Bayer et al, 2010;Willemsen and DeJaeghere, 2015) or using contraception (Elley, 2011;Martyn and Hutchinson, 2001). Where these methods failed, unintended pregnancies were resolved through abortion to preserve educational trajectories and social status, especially if the teen was middle-class (Arai, 2003;Coleman and Cater, 2006;Gilbert, 2011;Martyn and Hutchinson, 2001;Smith and Roberts, 2011;Walkerdine et al, 2001).…”

“…Relationships with teachers featured prominently in young people's narratives (Agogbuo, 2006;Charmaraman and McKamey, 2011;Davidson, 2015;Dawson and Hosie, 2005;Erdmans, 2012;Erdmans and Black, 2015;Gilbert, 2011;Jones and Norton, 2007;Kaplan, 1997;Vetter et al, 2011;Willemsen and DeJaeghere, 2015;Zachry, 2005). Teens with poor attachment to school reported teachers were inaccessible (Dawson and Hosie, 2005;Erdmans, 2012;Erdmans and Black, 2015;Zachry, 2005) or perceived that teachers favoured white students or those more likely to attend college (Erdmans and Black, 2015;Vetter et al, 2011).…”

“…dynamics of young women. (Willemsen and DeJaeghere, 2015) To study how school's curriculum and practices teach critical and transformative perspectives on relationships, sexuality and gendered futures.…”

Classroom Environment, Teacher, and Girl Students’ Learning Skills

“…In the recent decades, (Archer et al, 2009;Swartz et al, 2016;Willemsen & DeJaeghere, 2015). Chudgar and Sankar (2008) point out that teacher and girl students' interaction in the classroom improves learning skills.…”

“…This is the time where students think, grow, and see their future (Einarsson & Granström, 2002). They develop different skills and seek the way to respond to the world (Den-Brok et al, 2006;Willemsen & DeJaeghere, 2015). They are influenced by the classroom interaction-interaction with teachers and fellow students (Duffy et al, 2001;Ullah, 2018, April 19).…”