In this chapter, data obtained from interview extracts and observations was presented and analysed.
Data from document analysis and written narratives with emergent themes were identified, analysed and aligned to the reviewed literature and the theoretical framework underpinning the study. Also responses from the study participants were provided. This information afforded me a better understanding of the commonalities and differences in the educators’ experiences which are based on their different cultural and religious backgrounds and their belief systems which impact on their teaching in classrooms. Findings of the study revealed the educators’ frustrations and challenges with teaching sexuality education are the result of the disregard of their cultural inheritances, religious affiliations, beliefs and value systems by parents, communities and government structures.
The educators pointed out that the curriculum content does not speak to them as policy implementers and as such is prescriptive and inflexible. They cited confusion as to whose culture, beliefs, religion and values they are expected to impart to learners. Furthermore, they alluded that the pressures exerted on them by parents and communities they serve, the unspoken views laid by parents as to what they should teach or not teach, take a toll on their abilities to teach the subject effectively. Their lack of knowledge, skills and values envisaged to be achieved through teaching this subject cause more anxiety because they receive no proper guidance and monitoring from the school administrators and colleagues. Educators maintained that support from colleagues, administrators, parents and communities would yield better results. In addition, their professional autonomy in their view, with regards to accountability, collaboration and joint decision-making in the selection of the content and materials to be used would necessitate their effectiveness in teaching sexuality education. More importantly, they pointed out that provision of professional autonomy would enable them to apply their knowledge and skills according to their personal convictions. The final chapter in the study discusses the summary of findings and suggested recommendations for future research.
CHAPTER 5
SUMMARY, RECOMMENDATIONS AND CONCLUSION
5. 1 Introduction
Chapter 4 presented data and analysis thereof and findings obtained from the study participants. The heterogeneous composition of participants in this study presented a fairly wider and an enriched understanding of the educators’ individual experiences of teaching sexuality which are informed by their cultural backgrounds, religious affiliations, belief systems and values acquired from their families and communities. The study focused on exploring the educators’ classroom experiences teaching sexuality education the Life Orientation learning area to Grade 6 and 7 learners.
Sexuality education is perceived as fundamental in the development of a young person. The dissemination of this valuable knowledge and skills is strategically assigned to educators to provide the educational guidance to learners in schools who in turn are significantly recognised as appropriate vehicles to ensure the successful delivery of sexuality knowledge. However, this study acknowledged the need to understand the teaching experiences of sexuality educators in the Life Orientation subject in their classrooms. The sensitive nature of this subject further recognises that such experiences can better be understood from the educators’ individual cultural and religious backgrounds, belief systems and values inherited from families and communities, and how these variables impact on their classroom interactions with learners in their social contexts, the micro-, macro- and meso-systems.
5.1.1 Summary
Needless to say, common to these educators’ experiences and knowledge was the discussion about sex and sexuality which was not only forbidden but also regarded culturally as taboo by their families and communities. In addition to this, virginity was highly esteemed. In response to the questions posed during personal interviews, educators expressed their frustrations and the challenges they have to contend with in teaching the subject. The educators’ different interpretations of sexuality education were mostly informed by their upbringing. In spite of this, educators showed their apprehension of how social ills, caused by escalating child rape and molestation incidences, crime and violence directed at young people and children, impinge on families, communities and schools. They were also aware that as knowledge bearers they were accountable to learners and parents to provide this knowledge to them. Regardless, educators conveyed their discomfort with the terminology used in teaching sexuality. Hence their preference was for teaching aspects which were not sensitive such as dealing with peer pressure.
The educators’ upbringing suggested that they attributed the meanings of their experiences of sexuality to culture, religion and belief systems which in turn determined their behaviours and attitudes when they were required to teach this subject. Looking at this from the bio-ecological perspective, it became evident that a reciprocal relationship existed between the educators’
experiences and their cultural knowledge, religion and beliefs and those of the communities they serve which directly impacted on how they teach sexuality education in their classrooms. Although educators shared similar sentiments regarding religion which has informed their conformity to its practices, their interpretations thereof differed. This was evident in the manner in which families and communities had adopted their lifestyles. For some communities, religion takes precedence over culture although not divorced from it, and for others, both culture and religion are viewed on equal grounds. Hence some educators’ religious knowledge and practices provided their frame of reference which influenced their teaching of sexuality education. Even though the value of respect is universally upheld in all cultures, the educators are mindful of the connotations that this has for different families and communities. This implied that they are in a position to stand in judgment of
what is accepted and/or rejected by the families and communities concerned. It appeared therefore that, in teaching sexuality, educators’ personal values had a way of creeping out and they feared this might contradict the community and family values of learners they teach. Themes that emerged from the interviews derived from data presented in chapter 4 are summarized as follows:
5.2 Themes that emerged from interviews