Abstract
Literature depicts how the imposed restrictions within sexuality education hinder youths’ ability to contribute with their input during lessons. The dominance of adult-teacher authority and advancements of conservative values within sexuality education are shown to be attributes of the restriction of school youth voices. Studies have shown how sexuality education lessons are usually turned into moral lessons, where youth’s voices, inputs and overviews are denied and victimised. Which accounts for the silencing of sexuality education matters. The study sought to explore the restriction of school youth voices in comprehensive sexuality education through an empirical investigation using a qualitative research approach and participatory action research design. Data was collected through arts-based research tools, using photovoice. The study was conducted in Mafikeng, the Northwest Province, South Africa. 30 grade 11 learners in 3 secondary schools were selected using purposive sampling method. Transformative learning theory was used to build an understanding of the position of school youth in sexuality education. Arts-based research tool was used to collect data using photovoice, followed by unstructured group interviews. Data showed communication disconnection between teachers and the youth to have been the major contributor to the restriction there is in the youth participating in their sexuality education content lessons. Thus, youth’s voices remain restricted, and unrepresented within sexuality education classrooms. It is apparent that teachers still function under conservative values which restricts the teaching and learning of comprehensive sexuality education.
Author Information
Omphile Madiba, North-West University, South Africa
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