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Comprising a sample of eight schools in three sub-Saharan African countries—Kenya, South Africa, and Tanzania—this compelling study examines the sources, contents, and processes of children’s community-based sexual knowledge, questioning how their awareness falls in line with their school’s AIDS education programs. The examination showcases the possibilities of consulting pupils using engaging, interactive, and visual methods, including digital still photography, mini video documentaries, interviews, and observations. These innovative means allow children to speak freely and openly in an environment where discussing sex with adults remains a cultural taboo. The study also sheds fresh light on teachers’ fears and struggles with a lack of training and limited opportunities for reflection on practice. Engaging in dialogue with conflicting voices of community stakeholders, this valuable discussion reveals them as aware of the dangers faced by children living in a world with AIDS as well as afraid of the many cultural, religious, and moral restraints surrounding sex education in Africa.
- Sales Rank: #7015078 in Books
- Published on: 2012-04-01
- Original language: English
- Number of items: 1
- Dimensions: 9.30" h x .50" w x 6.50" l, .55 pounds
- Binding: Paperback
- 160 pages
Review
"This book offers an important contribution towards understanding how children's sexual subjectivity is shaped by contexts of culture, gender, poverty, living environments, and schooling. The study offers possibilities to resolve the gap between children's everyday realities on the one hand and teachers' curriculum-based and cultural restraints on the other." —Mike Younger, faculty of education, University of Cambridge
"The bundle of evidence from the three countries on the gap between children's knowledge of sexuality and the lack of interaction with that knowledge within the school context is rich and convincing. The findings contribute to work on sexuality education that points at the necessity to understand youth's sexual knowledge." —Dr. Ariane DeLannoy, Children's Institute, University of Cape Town
About the Author
Colleen McLaughlin is the deputy head of the faculty of education at the University of Cambridge. She is the coauthor of Networking Practitioner Research, Researching Schools, and The Supportive School. Sharlene Swartz is a sociologist and the research director of the human and social development research program at the Human Sciences Research Council. She is the author of The Moral Ecology of South Africa’s Township Youth and Teenage Tata and the coeditor of Moral Education in Sub-Saharan Africa. Susan Kiragu is a social scientist and a research associate at the Center for Commonwealth Education at the University of Cambridge. She has contributed to the Journal of Moral Education, Qualitative Research, and Sex Education. Shelina Walli is an assistant lecturer at Aga Khan University. Mussa Mohamed is a science and health education facilitator at Aga Khan University.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Easy, though provoking read
By Laura Ann Chubb
Such a well laid out study and easy to read! I loved the inclusion of photo-voice data! Cannot wait to read more from these authors!
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