What sexuality education teaches and what young girls want to learn: voices from an Ethiopian primary school

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2022-07-05 DOI:10.1080/17457823.2022.2095218

S. A. Amentie, E. Öhrn, Temesgen Fereja

引用次数: 0

Abstract

ABSTRACT This article reports on an ethnographic study to understand the practices of sexuality education (SE) in relation to what young girls want to learn in a primary school Ethiopia. This is done by means of school observations, FGD with female students and interviews with SE teachers. The study shows the observed SE focuses mainly on issues of HIV/AIDS and abstinence, which left the interviewed girl’s questions unanswered. The latter were concerned with learning about sexual practices and consequences, and bodily functions. The findings also show girls demand more inward-looking SE that addresses and could solve within-school issues. The findings suggest that SE should bring educational needs of students to the fore, instead of dramatising. Our results also shed new light on the critical approaches – despite their focus on abstinence – also advocate gender-equality and discuss body-changes in a radical manner, appearing to challenge unquestioned traditions and the general gender-order.

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性教育教什么，年轻女孩想学什么：来自埃塞俄比亚一所小学的声音

摘要本文报道了一项民族志研究，旨在了解埃塞俄比亚小学性教育（SE）实践与年轻女孩想要学习的内容之间的关系。这是通过学校观察、对女学生的FGD和对SE教师的访谈来实现的。研究表明，观察到的SE主要关注艾滋病毒/艾滋病和禁欲问题，这让受访女孩的问题没有得到回答。后者关注的是学习性行为和后果以及身体机能。研究结果还表明，女孩需要更内向的SE，以解决并能够解决校内问题。研究结果表明，SE应该突出学生的教育需求，而不是戏剧化。我们的研究结果也为批判性方法提供了新的线索——尽管它们侧重于禁欲——但它们也倡导性别平等，并以激进的方式讨论身体变化，似乎挑战了毋庸置疑的传统和普遍的性别秩序。

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

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.