Conclusions and implications
5.5 Implications for further research
From the findings of this study, one can claim that there is aneed for further studying the lived experiences ofwomen, and men, teach ers in Lesotho because it is not only their sexual past that affects their teacher selves, but their lived experiences as a whole. The secrecy surroundingthe women's sexual past and their lack of desire to seek professional help regarding such traumaticexp erience ssays alot about the society in whichthey live.
If one is afraid ofseeking help, then the implication isthat the help offered is not what one needs or thereisno help available at all.Another implication could be thatpeople are more comfort able with what they know. They develop their comfort zones from which
70
they do not want to ventur e out, especiall y if they have to face painful and difficult situations.
There is need to find out what support structures are available in Basotho communities for survivors ofsexual assaultand what the channels of reporting are.Another questionis why the women teachers in this studytell of great agencyin their sexual livesbut they are unable to use their experiences as resources in their sexuality lessons. One also wonders how men teachers would react in the same situations. Do men teachers face the same challenges as women teachers in handling sexuality, HIV and AIDS education?
On the other hand, there is not much in the literature on gender-based violence within Lesotho schools. There is need to find out what kinds of violence are perpetrated, by whom and against who. What are the constructions of sexual violence among Basotho yo uth and what shapes such construction s? How do Basotho yo uth construct theirsex ual identities and how do such constru ctions affect their view of love and sexual relationships? Answering these questions would help in creating safer spaces for boys and girls withinschool compounds (Leach and Mitchell,2006).
There is further need for teachers to reflect on their teaching practice and improve on it such that they do not make the same mistakes their teachers made. This calls for more retlexivity in teachers who research the lived experiences of their teaching selves. As Dewey( 1916, p. 76) argues, when teachers reflect on their experiences they take an essential first step toward "transforming those experiences into a guiding philosophy, a set of personal beliefs, and a repertoire of actions to be drawn upon in the future." The reconstruction or reorgani sation of experience which adds to the meaning of experience and which increases ability todirect the courseofsubs equent experiences is education.
5.6 Conclusion
This chapter has presented the summa ry of the study , the conclusions to be drawn, unresol ved issues and limitations. and the implication for further research. Through this chapter I havetriedto pull togetherthe threadsthat bind the whole thesis and link them to futureendeavours within sex uality research in Lesoth o.
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Sexuality education in Lesoth o has not found any particular home within the curriculum yet. Therefor e, the effecti ve delivery ofsexuality education in Lesotho schoo ls would largely depend upon a concerted effort from all stakeho lders, including parents, community leaders,religious leadersand educators, to apply theirminds to find ways and means of dissuading learners from eng ag ing in risk y sexua l behavi our. This study is therefore an appeal to all stakeholders in education to be actively invol ved in designing and implementing curriculum stra tegies that will enable the smooth delivery of sexuality, HIV and AIDS education tor Basotho boys and girls.
72
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