Exploring sexuality education in government high schools

Rudolph, Donovan Oscar (2020-03)

Thesis (MEdPsych)--Stellenbosch University, 2020.

Thesis

ENGLISH ABSTRACT : Talking about sex oriented topics, including sexuality is still, to this day regarded as taboo within some cultures and groups and could therefore be uncomfortable for certain learners and teachers when confronted with the sexuality education curriculum. The lesson may therefore often not be presented free from inherent judgment and prejudices and as such healthy discussions around the topic cannot take place. The research goals and objectives of this study attempted to evaluate and shed some light on Life Orientation teachers’ own beliefs, experience and attitudes concerning the topic of sexuality education, based on their own cultural upbringing. This provided an understanding on how cultural practices could have had a significant influence on the presentation of the topic. The research question therefore was: How does the cultural and value system of the Life Orientation teacher influence the presentation of sex oriented topics? This study has adopted a qualitative approach, rooted within an interpretive paradigm. Data was gathered and analysed from semi structured interviews, observations and field notes. The participants were Grade 10 to 12 Life Orientation teachers in the areas of Mitchells Plain and Khayelitsha. The findings revealed and justified previous research findings stating that embedded cultural and value systems do have an influence on the practice of teaching. Although the participants in this study acknowledged that they moved away from a conservative mind set, their cultural upbringing still influenced their approach to teaching sex oriented topics. Openly displayed discomfort while teaching, shying away from answering certain questions and struggling with verbalising some concepts were some of the indicators of teachers’ uncertainty towards teaching sex and sexuality oriented topics. This study also makes recommendations that would attempt to improve the personal development of teachers. In the bigger scheme it would be regarded as a positive step towards the optimal education of learners free from prejudice or judgment.

AFRIKAANSE OPSOMMING : Gesprekke oor seksgeoriënteerde onderwerpe of seksualiteit word steeds, tot vandag toe, binne sommige kulture en groepe as taboe beskou en kan dus ongemaklik wees vir sekere leerders en onderwysers, veral wanneer hulle gekonfronteer word met die seksonderrig-kurrikulum. Die gevolg is dat onderrig dikwels nie sonder inherente veroordeling of vooroordele plaasvind nie en dat gesonde klasbesprekings sodoende nie gestimuleer word nie. Die navorsingsdoelwitte en doelstellings van hierdie studie is om te evalueer en om lig te werp op onderwysers se eie oortuigings, ervarings en houdings oor die onderwerp van seks- en seksualiteitsonderrig, gebaseer op hul eie sosio-kulturele opvoeding en oortuigings. Dit behoort meer lig te werp oor die wyse waarop sulke kulturele praktyke 'n impak kan hê op die aanbieding en onderrig van die onderwerp. Die navorsingsvraag is dus: Hoe het die kulturele en waardestelsel van die Lewensoriëntering-onderwyser ʼn impak op die aanbieding van seks- en sekualiteitsgeoriënteerde onderwerpe? Hierdie studie volg 'n kwalitatiewe benadering, gewortel in 'n interpretatiewe paradigma. Data is vanuit semi-gestruktureerde onderhoude, waarnemings en veldnotas versamel en ontleed. Die deelnemers was Graad 10 tot 12 Lewensoriënteringsonderwysers in die gebiede van Mitchells Plein en Khayelitsha. Die bevindings het vorige navorsing wat daarop dui dat diepgewortelde kultuur- en waardesisteme 'n invloed op die onderrigpraktyk van onderwysers het, bevestig. Alhoewel die deelnemers aan hierdie studie erken het dat hulle wegbeweeg het van 'n konserwatiewe ingesteldheid, het hul kulturele opvoeding steeds hul benadering tot seks- en seksualiteitsgeoriënteerde onderrig beïnvloed. Sigbare ongemak tydens onderrig, die wegskram van die beantwoording van sekere vrae en moeisaamheid wat betref die verbalisering van onderwerpspesifieke konsepte, was van die aanduiders van onderwysers se onsekerheid rakende die onderrig van seks- en seksualiteitsgeoriënteerde onderwerpe. Hierdie studie maak ook ʼn aantal aanbevelings wat betref die persoonlike ontwikkeling van onderwysers. In die geheel sou dit beskou kan word as 'n positiewe stap in die rigting van optimale onderrig sonder enige veroordeling en vooroordele.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/107945
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