Cyclical Longitudinal Ethnography as an Innovative Design for Addressing Sexuality Education in South African Rural Farm Schools

IF 3.9 2区 社会学 Q1 SOCIAL SCIENCES, INTERDISCIPLINARY
Azwihangwisi Helen Mavhandu-Mudzusi
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Abstract

Addressing Sexuality Education among learners in rural schools can be challenging when using traditional designs such as ethnography and phenomenology. This paper introduces Cyclical Longitudinal Ethnography as an innovative design for addressing Sexuality Education in South African rural farm schools. This design was developed as part of an engaged scholarship on HIV prevention in rural farm schools in Soutpansberg North Circuit, Limpopo Province, South Africa. The paper provides an overview of Sexuality Education at schools and the challenges thereof. It further provides the basics of ethnography and its limitation. The paper then introduces and describes cyclical ethnography as an alternative to original ethnography. The design allows researchers to still have a prolonged engagement with the community without gross disruption of other academic responsibilities such as tuition, academic citizenship, leadership, and administration. The design allows the researcher to visit the area several times over the years, enabling the researcher to observe variations of a phenomenon over time. The Cyclical nature of the design allows data collection, analysis, intervention, monitoring, and evaluation to be conducted iteratively. Though there are primary key informants, the findings could lead to other key informants, settings, and interventions which were not part of the initial plan and objectives. In this study, the target population was educators teaching Sexuality Education, but it ended up involving learners, parents, and community members. The Longitudinal nature of the design enables the researchers to see the impact of the interventions.
循环纵向人种学作为解决南非农村农场学校性教育的创新设计
当使用传统的设计,如民族志和现象学,在农村学校的学习者中进行性教育是具有挑战性的。本文介绍了周期性纵向人种学作为解决南非农村农场学校性教育的创新设计。这一设计是作为南非林波波省南本斯堡北环路农村农场学校艾滋病毒预防的参与奖学金的一部分而开发的。本文概述了学校性教育及其面临的挑战。它进一步提供了民族志的基础及其局限性。然后介绍并描述了作为原始民族志替代方案的周期性民族志。这种设计使研究人员仍然可以长期参与社区活动,而不会严重影响其他学术责任,如学费、学术公民、领导和管理。该设计允许研究人员在数年内多次访问该地区,使研究人员能够观察到一种现象随时间的变化。设计的循环特性允许迭代地进行数据收集、分析、干预、监测和评估。虽然存在主要关键信息提供者,但调查结果可能导致其他不属于初始计划和目标的关键信息提供者、环境和干预措施。在这项研究中,目标人群是教授性教育的教育工作者,但最终涉及到学习者、家长和社区成员。该设计的纵向特性使研究人员能够看到干预措施的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
International Journal of Qualitative Methods
International Journal of Qualitative Methods SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
6.90
自引率
11.10%
发文量
139
审稿时长
12 weeks
期刊介绍: Journal Highlights Impact Factor: 5.4 Ranked 5/110 in Social Sciences, Interdisciplinary – SSCI Indexed In: Clarivate Analytics: Social Science Citation Index, the Directory of Open Access Journals (DOAJ), and Scopus Launched In: 2002 Publication is subject to payment of an article processing charge (APC) Submit here International Journal of Qualitative Methods (IJQM) is a peer-reviewed open access journal which focuses on methodological advances, innovations, and insights in qualitative or mixed methods studies. Please see the Aims and Scope tab for further information.
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