The findings show that the female teachers' sexual experiences in adolescence shaped their teacher selves in the sexuality, HIV, and AIDS classrooms. Evidence for the effectiveness of comprehensive sex education in the prevention of HIV and AIDS has recently emerged (Bruess and Greenberg, 2004).
Purpose and Rationale of the study
In addition, teachers must confront the communities in which they are based regarding societal acceptance of sexuality, HIV and AIDS education in the classroom. They emphasize the need to recognize and explore the lives and experiences of teachers as a key mediating factor in teaching sexuality, HIV and AIDS education. especially in young women, we need to know more about how they spend and enact/perform their growing sexuality.
The organization of the thesis
It also provides a brief description of my experiences in gaining access to the research site and participants. Chapter four presents the research findings, which include participants' expenditures and perspectives gathered through individual interviews, group discussions, and memo writing.
Introduction
T he st udy of experience
Understanding whether their adolescent sexual experiences were educational or mal-educational helped research participants to reflect on how these experiences have influenced our behavior as teachers, particularly in the context of the sex, HIV and AIDS classroom. Dewey's concepts of educational and mal-educational experience helped me to explain and understand Basotho teachers' memories of adolescent sexualities and the positioning of female teachers as sexual beings in their teaching about sexuality, HlV and AIDS.
Feminism
Feminist theories
Women teachers
Femin ist research on women teachers' lives
The teachers they talk to are active agents of history, living but at the same time refusing to live the impossible fictions of the female teaching experience. The theorizing of researchers such as Midd leto n (1993) and Grumet (1988) places the lives of women teachers and the knowledge created by their experiences of being mothers, wives, sisters and daughters, at the center of k. pedagogical. right now.
The female teacher's body
In Lesotho, I am on shakier ground because open discussion about topics such as sexuality, sensuality and the body is still taboo. Sexuality, masculinities, femininities, gender roles and relationships and their interrelationships have become important topics of discussion in some innovative life skills and reproductive health curricula.
Sexuality
Definition and discussion of terms
The problematic nature of adolescent sexuality is perpetuated by the ongoing battle between social radicals and traditional moralists over the merits of sex education in schools. The study focuses on adolescents' views on sexuality and the values and attitudes they bring to the sexuality education they receive.
Female sexualit y
Women and patriarchy in Lesotho
- Female sexuality in Lesotho
It is necessary that we understand the interactions between social constructions of adolescent scent and female sexuality in order to address the power inequalities and contexts of disadvantage that make women and girls vulnerable. Therefore, it is necessary to research the everyday experiences of young women's sexuality and make them available through the language of research.
Conclusion
In the second part of the chapter, I describe the entire process of gaining access and the actual data collection procedures. I then proceed to examine the ways in which I engaged in the analysis of the data.
Data production method s
Interviews
Key figures involved in feminist approaches to memory work include Crawford et al. The relevance of memory work is supported by Mitchell and Weber (1999), who argue that memory work is an excellent method for gaining insight into childhood. In their book 'Reinventing ourselves as teachers: Beyond nostalgia', Mitch ell and Weber used memory work in a study with teachers to explore their childhood experiences in relation to their identity and practice as part of professional development and to suggest how relevant memory work in gaining insight into the experiences of teachers and students.
Autobiography
For them, "recovering these memories can affect one's work both in the classroom and in professional life in general." In that perspective, DeHay (1994) reminds us that remembrance is also the process of holding on to and protecting a past that is often suppressed by dominant culture, and in this sense it is essential in the process of "gaining control of a " s life" (pp. 43-44). Used in an educational context, this personal nostalgia helps teachers reflect on their own school and how they can develop to improve their teaching. Allender and Allender (2006, p. 15) argues that unless we as teachers are conscientiously aware of what drives our choices of behavior in the classroom, we are likely to revert to the teachers who taught us.
Questionnaire
Some feminist scholars have noted that women researchers often choose topics that have something to do with them, and argue that drawing on and theorizing personal experience is valuable (Cotterill and Letherby, 1993; Stanley and Wise, 1993; Ribbens and Edwards, 1998). ). However, some writers have been critical of the inclusion of personal experience as data (see Kelly et al.
Developing and piloting the instruments
The information gathered from the pilot exercise allowed me to revise some of the questions that were not clear to the pilot participants. This experience also enabled an improved approach to dealing with issues by reflecting on the cultural reality of the study context. The data from this group also gave me a sense of the difficulties or frustrations I might encounter with the type of method I was using.
The research participants
Before starting the pilot project 111 the women were given details about the study, including the relationship to le for the memory writing exercise, interviews and questionnaire. The interview guides were later revised and the final version was used for the current study.
Ethical con sid erations
Actual data produ ction
For this reason, 1 offered my own experiences as a starting point for the conversations in the group around each of the issues discussed. At one point one of the ladies left the group and told me she was leaving the project forever. This session proved to be one of the most difficult during the course of the study.
Positioning myself as a researcher
An example is the word ntho' (thing), which could be used for any word one felt unable to express. I had to read and re-read to contextualize the words before I could get the right meanings. At times I had to refer to the participants to find out what they really meant.
Conclusion
Notes
Introduction
Part 1: Thc memories
Maya's story (MM)
When it was over, she hugged me and thanked me for giving him my virginity. As we left the room, I felt triumphant.
Tia's story (TM)
When that thing came inside me it was so painful that I wanted to ask him to stop but I tempted him. He told me that he never really realized how much I had grown up and that it was good that I proved it to him. He made me bend over and I just felt his thing inside me without even taking off my panties. He just pushed them aside.
Discussions
Virginity loss
Maya's experience is not unique, as there are boys and girls who also face the same challenges of sexual experimentation. Maya was lucky not to get pregnant, but her story highlights the common "it won't happen to me" syndrome. me". In Tia's case, it is possible that the fact that she never married could be explained by her fear that she would never find a man who would appreciate her because she was devalued by the pregnancy. It is also possible that she chose not to marry, as an expression of her freedom (cf. Arnfred, 2004, p. 23).
Sexual violence
It is difficult to understand why this could have happened and what could have compelled the teachers to behave in this way.
Part 2: General experiences of bein g a girl in Lesotho
- Sexual agency
- Sexual pleasure
- Mummies and babies: Girls' play or lesbianism?
- The 'Thing': The language of sex and sexuality
There is a common use of the term "thing" for any word we are uncomfortable with. It was interesting to note that women had left most of the questions in the questionnaire unanswered. These days there are support groups in the villages and they can be used to reach the rest of the community in teaching about sexuality, HIV and AIDS.
Conclu sion
Conclusions and implications
- Introduction
- Summary
- Conclusions
- Limitations and unresolved issues
- Implications for further research
This study concludes that women teachers' lived experiences do influence their approach to and understanding of sexuality, HIV and AIDS in their interactions with boys and girls in Lesotho schools. is different. Teachers already in the field can be reached through in-service training so that they receive ongoing support in their teaching of sexuality, HIV and AIDS education. Getting smart: Feminist research and pedagogy with/in the POSl- modern. New York: Routledge.
APPE NDIC ES
I will bear all costs for your participation in the study (transport and food). If you agree to participate in the study, please indicate that you are aware of the study and understand its purpose by providing your consent in the form of a signature below. Understanding adolescent sexuality in the memories of four female Basotho teachers: an auto-biographical study.
Understanding adolescent sexuality in the memories of four female Basotho teachers: An auto/biographical study
Interview schedule for female Basotho teachers
Please welcome the respondent and tell her that you would like to talk to her about her memories of her sexual experiences during puberty. Explore the answers to understand the teacher's memories and the meaning she gives them. Understanding adolescent sexuality in the memories of four female Basotho teachers: an auto-biographical study Basotho teachers: an auto-biographical study.
Questionnaire for female Basotho teachers
Use the memory accounts written in the third person to guide the discussion during this session. At school we were never taught about menstruation and what it meant for us as girls. It was only when we managed to form C that we were taught puberty and secondary sexual characteristics. I remember in Ford D we were taught about sexually transmitted diseases, but not much was said about HIV and AIDS.
