School of Education Studies

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Browsing School of Education Studies by Subject "Abstinence"

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    A critical analysis of sexuality education in schools beyond the disciplinary boundaries of life orientation
    (University of the Free State, 2017-09) Chaka, John Ngwanya; Beyers, Christa; Swanepoel, Eben
    Sexuality education has become the cornerstone in curbing the risks of risky behaviours in an effort to decrease the spread of HIV and AIDS. However, formal instruction regarding sexuality education is primarily isolated to the Life Orientation classroom, and has been found to be ineffective as cultural diversity influences what content should be taught and subsequently what is being taught. The primary aim of this study is twofold, (1) to investigate the perceptions of teachers not teaching Life Orientation regarding theri responsibility in the teaching of sex and sexuality, and (2) to investigate sexual messages that learners receive from their teachers. The form of this study is presented through two publishable articles, where article 1 investigates the perception of teachers as to whether they responsibility in teaching sexuality education while article 2 investigates learner perceptions of messages received from their teachers. Article 1 is framed through constructivist theory as a means to understand how teachers construct and perceive their social environment and interact therewith accordingly. Through the use of semi-structured interviews, 16 teachers from the Free State province reported on their perceptions of comprehensive sexuality education. While consensus was reached that sexuality education is important many teachers felt it was not their role to teach learners about sexuality. It is further found that background influences such as culture and religion greatly impact the manner in which teachers perceive and approach sexuality education. It was further found that younger teachers felt they have a responsibility in teaching sexuality education, while older teachers expressed greater discomfort and less accountability in the area. Article 2 investigates the perceptions learners as to what messages they receive from teachers regarding sexuality education. A total of 16 learners communicated, through drawing pictures, and providing short narratives, their perceptions about sexuality within their school. It was found that teacher role-modelling greatly influence learner perceptions, which is in practice often problematic to social justice as many teachers engage in sexual misconduct and risky behaviours. The two articles together suggest the need to bring accountability to all teachers as to their teaching methodologies and their responsibility of teaching learners healthy sexual attitudes and values. It is suggested that teachers become more sensitive to their role as models within the area of comprehensive sexuality education.
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    Teacher positioning on the teaching of sexuality education in Life Orientation
    (University of the Free State, 2014-07) Eccles, Tamsyn Claire; Francis, D
    English: According to Kirby, Laris and Rolleri (2007) sex education and HIV/ aids education programs in schools are a promising type of intervention on preventing sexually transmitted diseases, unplanned pregnancies and the spread of HIV/Aids. The South African education system has been transformed over the past 17 years. Within this new curriculum, a new subject called Life orientation was introduced (Department of Education, 2008). Within this subject teachers are expected to teach learners what sexuality is and this includes their attitudes, values and beliefs towards sexuality. Positioning theory was used in this study to analyse the positions teachers took when teaching sexuality education. Once the literature had been reviewed regarding Life orientation I came to realise it was a critically valuable subject that was often not given enough credit. Sexuality education only makes up a small part of this subject and is not allocated enough time. This study contributes to the body of knowledge in the way teachers positioned themselves and were positioned on the teaching of sexuality education, specifically how they taught abstinence only, comprehensive sexuality or both. This was a qualitative case study done on four life orientation teachers within the Bloemfontein area. They were first observed while presenting two lessons on sexuality education and thereafter interviewed to gather data for the study. This data provided an in-depth view of how teachers positioned themselves towards sexuality education. The curriculum did not provide detail about how sexuality education should be taught. The teachers therefore made use of their religious or moral values to guide them while teaching sexuality education. Teachers positioned abstinence above comprehensive sexuality and used negative consequences to encourage learners to abstain from sexual relations.