Teacher positioning on the teaching of sexuality education in Life Orientation
| dc.contributor.advisor | Francis, D | |
| dc.contributor.author | Eccles, Tamsyn Claire | |
| dc.date.accessioned | 2015-08-17T12:17:21Z | |
| dc.date.available | 2015-08-17T12:17:21Z | |
| dc.date.issued | 2014-07 | |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | Afrikaans: Volgens Kirby, Laris en Rolleri (2007) is seksuele onderrig en HIV/ vigs onderrig in skole ‘n belowende intervensie om seksuele oordragbarre siektes, onbeplanned swangerskappe en die verspreiding van HIV en Vigs te voorkom. Die Suid-Afrikaanse onderrig stelsel het baie verander in die laaste 17 jaar. ‘n Nuwe vak, Lewensoriëntering, is by die nuwe kurrikulum gevoeg (Departement van Onderwys, 2008). Volgens hierdie vak, word daar van onderwysers verwag om leerders te leer wat seksualiteit is en dit sluit in hulle houdings, waardes en oortuigings teenoor seksualiteit. Posisioneringstheorie is gebruik in die studie om die standpunte wat onderwysers inneem, wanneer hulle seksuele onderrig aanbied, te ondersoek. Nadat die literatuur van Lewensoriëntering ondersoek is, is daar tot die beslissing gekom dat dit ‘n baie belangrike vak is wat dikwels nie genoeg erkenning ontvang nie. Daar is besef dat seksuele onderrig slegs ‘n klein gedeelte van die vak uitmaak en dat daar gevolglik nie genoeg tyd daaraan bestee word nie. Hierdie studie dra by tot die kennis van die standpunte wat onderwysers inneem wanneer hulle seksuele onderrig aanbied en dan spesifiek hoe dat hulle onthouding, omvattende seksualiteit of altwee aanbied. Hierdie was ‘n qualitiewe gevalle studie wat gebaseer was op vier lewensoriëntering onderwysers in die Bloemfontein area. Twee van hulle lesse oor seksuele onderrig was eers geobserveer en ‘n onderhoud is toe met elke onderwyser gevoer. Hierdie inligting het gewys watter standunt die onderwysers inneem teenoor seksuele onderrig. Die kurrikulum was nie baie duidelik hoe die onderwyser seksuele onderrig moet benader. Die onderwysers het hulle eie morelewaardes en geloofs raamwerk gebruik om seksuele onderrig aan te bied. Onderwysers het die standpunt van geheelonthouding bo omvattende seksuele onderrig gekies en hulle het gebruik gemaak van negatiewe gevolge om leerders aan te moedig om seksuele verhoudings te vermy. | |
| dc.identifier.uri | http://hdl.handle.net/11660/889 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Positioning theory | en_ZA |
| dc.subject | Sexuality education | en_ZA |
| dc.subject | Abstinence | en_ZA |
| dc.subject | Comprehensive sexuality | en_ZA |
| dc.subject | Teachers | en_ZA |
| dc.subject | Life orientation | en_ZA |
| dc.subject | South African education | en_US |
| dc.subject | Observations | en_ZA |
| dc.subject | In-depth interviews | en_ZA |
| dc.subject | Teaching | en_ZA |
| dc.subject | Life skills -- Study and teaching | en_ZA |
| dc.subject | Sex instruction | en_ZA |
| dc.subject | Curriculum planning | en_ZA |
| dc.subject | Sex -- Study and teaching | en_ZA |
| dc.subject | Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2014 | en_ZA |
| dc.title | Teacher positioning on the teaching of sexuality education in Life Orientation | en_ZA |
| dc.type | Dissertation | en_ZA |