4.3 Themes developed from interviews
4.3.5 Views of Sexuality Education curriculum content
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euphemisms, and gestures”. This may be the reason for incorrect terminology used when sex is discussed. Even in the homes of learners, parents may shy away from talking to their children about healthy sexual behaviour and choices. In the household, parents do not deliberate about the topic of sex with their children which reinforce the perception of silence around the subject. This, therefore, adds to the pressure of Sexuality Education educators.
Relativism argues that nothing can ever be known for sure, that there are many realities such as cultures and religions, but none taking hegemony over the other meaning entitlements to indicate the reality about social phenomena. This is why educators need to teach what is given from the curriculum so learners can make sense of it using their cultural views of what is morally right or morally wrong according to the path in which they follow. Irrespective of whether premarital sex is morally wrong, learners still need to learn about it and learn about healthy and unhealthy sexual behavior.
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When I asked James what he thought of the curriculum in terms of the content of Sexuality Education; he replied, “I think it’s adequate because if we focusing at school level, as much as we saying that we also need to equip our children with the information, on Sexuality Education, they are advanced”. - (Interview, School A, September 2014). Since learners are advanced, it makes an educator’s job very easy or very difficult. The former may anticipate that learners are aware of sex, for example, the issue of teenage pregnancy and abstains from sex. The latter may anticipate that learners may know about sex and want to experience it as the media depicts sex. This can apply to current technology that is taking over. In today’s society, it is a norm for all learners to have cell phones that can access the internet with three out of every four learners owning one (Lenhart, 2009). This then tempts learners to access the online world of sex, i.e. pornographic websites. Furthermore, learners are attracted to
‘sexting’ others. Hinduja and Patchin (2010, p. 1) define sexting as “The sending or receiving of sexually-explicit or sexually-suggestive images or video via a cell phone”. The sexually explicit videos or images are frequently primarily sent to significant others or love interests but can find their way into the hands of others such as paedophiles, which eventually creates a dangerous situation. The dangers of sexting should be included in the Life Orientation curriculum so learners can learn how to be responsible when using the internet and social media.
James indicated that the curriculum content was adequate, and his teaching was influenced by what learners needed to know. In answering key question 3 of the study, James maintains, “I criticize the fact that we spend too much of time giving children unnecessary information. At the end of the day if you want to prevent pregnancies, this is what you must do. If you want to prevent HIV, this is what you must do. And the child walks around with that knowledge base and that’s all he needs”. - (Interview, School A, September 2014). In this regard, James
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articulated that the curriculum may also contains irrelevant information and educators need to work around what is necessary and what to overlook. Jacobs (2011, p. 212) supports James in stating, “Research showed that some learners thought LO was a waste of time, as nothing new was learned”.
When I asked James if he left out any content of Sexuality Education when teaching learners, he replied, “Not really because I think all the aspects that are there…look I look at what is relevant because sometimes you may have a textbook that has 20 pages of good-detailed information but it’s not relevant for their level as well”. - (Interview, School A, September 2014). This implies that James indeed leaves out content since he is using his own knowledge to determine what is or not relevant. He maintained, “I wouldn’t take anything out, but I would in terms of the methodology for the teacher, work on supplementary and more in-depth supplementary teaching material in order to help the teacher in terms of delivery in the classroom”. - (Interview, School A, September 2014).
According to Alldred, David and Smith (2003, p. 95), “The sensitive nature of discussing sex and sexuality in the classroom is an issue amongst most educators”. This is so due to the fact that many of them have not been work-shopped nor have a qualification (Adewumi, 2012).
Zach put forward, “I think the curriculum is very broad and it needs more people like who have experienced certain issues or guest speakers to come in here”. - (Interview, School A, September 2014). This answers key question 3 of the study. Educators experience difficulty in the classroom since they feel they are not specialised in certain areas to teach some of the content in Life Orientation. Andrews (2012, p. 5) upholds, “Socialisation takes place through significant others who mediate the objective reality of society, render it meaningful and in
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this way it is internalised by individuals” (Berger & Luckmann, 1991). Learners need to be exposed to specialists other than their educators who are simply just transferring knowledge form the textbook. Socialisation from specialists may influence learners to digest what is taught since they present talks using multimedia that they bring along with them to schools.
Most schools are not equipped with such multimedia equipment. According to Cairncross and Mannion (2001, p. 1), “Many people argue that interactive multimedia has the potential to create high quality learning environments which actively engage the learner, thereby promoting deep learning”.
Educators cannot always solve learners’ problems, and they may not always give learners the correct advice. This has a negative influence on Zach’s teaching since he is always discouraged because his knowledge base is not broad in the field of Life Orientation. Prinsloo (2007, p. 168) declares, “the character of the LO teacher is of the utmost importance and should be displayed with integrity” while Rogan (2007, p. 98) indicates, “Teachers have limited choice between change and non-change; they implement change in their classrooms which is sometimes not easy to do because of their level of understanding on what needs to be implemented as change”. The sensitive content of Sexuality Education can thus have a negative impact on educators’ teaching methodology since some educators may experience resistance to communicate the content or in contrast, educators may not have a good knowledge base to encourage discussion on the topic. Zach suggests that for Life Orientation to be improved, help from professional personnel should be given to educators. When I asked Zach if he left out any content to teach under Sexuality Education, he mentioned a very firm
‘yes’ and elaborated, “Well the actual use of contraceptives and how they should be using protection for males and females and all that there. Here [school] we were actually told not to give learners those things because we would be promoting that there. But then again,
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people are getting pregnant so we leave all that stuff out” (Interview, School A, September 2014). Looking through the lenses of Social Constructionism theory, social constructionism focuses on exploring the social influences on communal and individual life that influence Sexuality Education teaching. In answering key question 2 of the study, the response of Zach in the interview indicated the influence of his cultural beliefs since he left out most of the content involving contraceptives.
It is evident that Sexuality Education is very controversial since teachers are educating learners about safe sex but on the other hand educators want them to abstain to be safe from various STDs. Schuster et al. (1998) assert, “Proposals to institute condom availability programs in high schools have generally sparked heated debate and strong opposition”. This is because some role players (parents, educators, school governing body) at school maintain it encourages early sexual activity amongst the youth (Nqoloba, 2008).
When Zach was asked if he would change anything in the curriculum, he replied, “Instead of writing those exams, tests and assignments - actually sending those learners out to go on field research, talk to people who are drug addicts and things like that there so they can actually interact with people and learn from them. Because they just see it as issues that are on charts and textbooks and never really seeing that these are people that are part of society.
I think with face-to-face interaction they can learn something” (Interview, School A, September 2014). This implies that Zach disagrees with the curriculum’s form of assessment and prefers for learners to get real life experience by witnessing the problems of the real world. For example, learners can go on an expedition to a drug centre to see how people struggle and are trying to make a change in their lives. Life Orientation teaches learners about
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life skills and learners can best experience it when seeing these issues in reality and seeing the effects of making irresponsible decisions.