Love is good even when it is bad: Competing sexuality discourses in a township high school in South Africa

Mathe, Sibonsile

doi:10.1080/10130950.2013.842288

Cited by 3 publications

(1 citation statement)

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“…See, for example, Khau (2012) who has written from Lesotho, Robinson et al (2017) from the United Kingdom, and Sham et al (2020) from Malaysia. In South Africa, research further shows how teachers are struggling with the subject content; this struggle is rooted in the challenges educators experience with regard to their beliefs and convictions (Ahmed et al, 2009;Bhana et al, 2008;Diale, 2016;Rooth, 2005), as well as a lack of adequate skills and readiness for the pedagogical issues related to teaching about sexualities (Helleve et al, 2009;Kirby, 2011;Masinga, 2009;Mathe, 2013).…”

Section: Teaching and Learning Sexuality Education In South Africamentioning

confidence: 99%

Parents resist sexuality education through digital activism

Ngabaza

2023

J. educ. (Univ. KwaZulu-natal)

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South Africa has high rates of HIV infection among its young population, high rates of unintended pregnancy among the youth, and extremely high rates of gender-based violence. Given all this, it is essential that young people be taught skills that will enable them to manage their sexuality. Schools have been shown to be best placed to provide accurate and relevant information on young people's sexualities. Through the Life Orientation (LO) curriculum, the Department of Basic Education (DBE) offers age-appropriate sexuality education as a response to these concerns. However, research in sexuality education shows that there is a lack of guidance and preparedness by educators, and this hampers how sexuality education is delivered in South African schools. A recent attempt by the DBE to upscale and strengthen the sexuality education curriculum in South African schools was met with resistance from parents and other lobby groups. This resistance was driven across many different media platforms, and particularly through an online hashtag #LeaveOurKidsAlone, largely on Facebook and Twitter. Through this resistance, we are introduced to parents/adult response to the teaching and learning of comprehensive sexuality education (CSE) in South African schools, a voice that has been missing to a great extent in this debate. Working within a broad feminist qualitative framework, I use critical discourse analysis to map out some of the key discourses emerging from the #LeaveOurKidsAlone resistance in an attempt to understand how parents/adults use social media to resist CSE in South Africa. I foreground critically adult voices and the implications of these for the teaching and learning of CSE in South African schools.

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