FINDINGS OF THE STUDY
Picture 12 Picture 12
5.3. Summary of findings
5.3.2. What do learners identify as sexual, vio) l ence: and sexual risk factors?
The study found that power dynamics plays a role in contributing to sexual violence. the pO\.ver between the teacher and a learner in the classroom environment. The teacher (male) has used his power to call and meet the young girl after an afternoon class; as a result. she was sexual1]y abused by the male teacher. A dassroom environment is supposed to be safe for teaching and learning but tended to be a place of sexual violence.
For example. WN (16 year old girl) stated:
We had an afternoon class during the break the mule Jeacher came privatef}1 and asked me to stay behind after the session or class. With u/1 the respect that I had.for him I did as requested hut with some ununs,rered questions. I askr!d him. J,VJ�v am I le.fi behind
then he reminded me that he loves me. After that he came closer to me and started to cuddle and kissing me. I tried lo push him awuy hut he came back and started 10 hold my hreasfs. hrushing my face and touching my private parts. I also pushed him again and immediate�}' he showed me his penis saying I must brush it and then I crh.>d. He also said he \t·ould make me pass 1\fathematics
The above account confirms the claim by Pllan Togo (2006) and Agyepong (20 I 0) that male teachers take advantage of their positions as a classroom figure heads so as to demand sexual favours from their female students in exchange for academic favours. The study also found that that pm-ver and masculinity plays a vital role in contributing to sexual violence. When the victims refused to obey the abusers· requests. they were physically caught and pushed down by the perpetrator. Boys appear to use violence or threats to control girls· moveme.nts and activities to scare girls; this highlights the prevalence of male hegemony.
The study found that povetty is a contributing factor to sexual violence. The way in '"hich the victim has grown in the context of poverty leads him to be the victim of sexual violence. For instance, SM ( 15 year old boy) stated. "The man told the hoy that he wamed to sleep with him.
The man promised him that he would huy some clothes. shoes and everything he needs. He promised to lake care for the boy. " Hunter (2002) describes this as the nature of transactional sex as it relates to the concept of subsistence: where poor girls and boys. with limited options for economic survival and with no secme food source. tend to be sexually ab1.1sed by the perpetrators.
The study found that alcohol is also a contributory factor to sexual violence. Abbey (2012) asserts that perpetrators who commit sexual assault ,vhen drinking are to a large extent condoned for their behaviour, in view of a belief that they have stronger sexual expe.ctations since alcohol induces an arousing effect on their sexual behaviour. The study found that some cultural practices tended to be sexually abusive to young girls in our communities. These cultural activities are ukuthwala (abduction of girls) and virginity testing.
Findings indicated that participants vie,ved ukurhwa/a as a form of sexual violence. Wadesango., Rem be and Chabay (201 I) describe ukuthiva/a as a form of abduction that involves kidnapping a girl or young woman. by a man and his friends or peers. with the intention of compelling the girl or her family to endorse marriage negotiations. They further explain that it is not a valid marriage agreement in terms of the Marriage or Recognition of Customary Marriages Act.
Marriage Customary Law states that spouses should be 18 and over and they both consent to the marriage. Although this practice is said to be cultural. it is illegal. against constitution and harmful to the wellbeing of young girls. The practice violates the rights of the girl child and endangers her future well-being.
Virginity testing is another cultural practice which violates the rights of girls. Participants viewed virginity testing as abusive since testers put their fingers and pour water into the vagina to check if the hymen is intact. Wadesango. Rembe and Chabaya (2011) concur that when virginity testing is carried out in the home. the aunt or neighbour inserts a finger into the vagina of the girl to check if the hymen is still intact. Le Clerc-Madlala (2003) explains that those girls that are
found to be virgins are identified v,1ith a ,,...,hite mark m1 the forehead and are provided with certificates. while those who are not virgins receive a red mark and counsell'ing.
The study found that little girls were being raped in their homes and boys were being raped in the unused garages by the people v,..,hom they trust. love and obey. These young girls and boys were defenceless and helpless when they were sexually abused by the peopl1e ,vhom they called fathers, uncles and neighbours. Bribery was used by the perpetrators to silence the matter and they threatened them although. at a later stage. these incidents were revealed by the victims.
Sexual violence has a negative impact on victims' academic performances resulting in long term damage to their education.
The study found that the veld and forest were used as places of sexual violence. Participants stated that some of their school mates had been sexually abused by the older boys when coming to school or going home. These places were being used by the members of the community to graze their cattle and to collect wood:. yet. the older boys used it as places to abuse innocent and trusting girls.
5.3.3 Emotional geographies of the learners wiitllin the spaces and places of sexual