Browsing by Author "Motalingoane-Khau, Mathabo Senkepeng Crescentia."
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Item Understanding adolescent sexuality in the memories of four female Basotho teachers : an auto/biographical study.(2007) Motalingoane-Khau, Mathabo Senkepeng Crescentia.; Morrell, Robert Graham.This study explores the memories of adolescent sexual experiences of female Basotho science teachers in order to understand the influence of such experiences on their approach and handling of sexuality, HIV and AIDS education. My argument is that Basotho teachers arc facing a challenge of integrating sexuality, HIV and AIDS education into their teaching largely because of their lived sexuality experiences, which have been shaped institutionally and through societal expectations. An eclectic theoretical approach, with emphasis on feminism and involving Dewey's philosophies of experience informed the study. A qualitative research design was used. Data was produced through one-on-one semi-structured interviews, focus group discussions and memory work with three participants. I was a participant-researcher and hence contributed my experiences to the study. Field notes and journal entries were used to supplement the data. The storied lives of the women teachers have been shared in their own words including the researcher's autobiography. The findings show that the adolescent sexual experiences of the women teachers have shaped their teacher selves within sexuality, HIV and AIDS classrooms. Some of their experiences have been educative while others have been mis -educative, and thus have led to some of the teachers not being able to handle sexuality education at all, while others only handle it partially. Several stumbling blocks have been identified that impede the effective facilitation of sexuality education in Lesotho classrooms. These include religion, traditional practices, lack of training and societal constructions of what is and is not permissible in schools. Challenging and disturbing these stumbling blocks and breaking the silence around sexuality issues among Basotho societies could be helpful in ensuring that 8asotho teachers gain the skill s necessary for them to facilitate the teaching of sexuality, HIV and AIDS education. Thus, Basotho children would be given the knowledge necessary for them to make informed decisions regarding their sexual behaviour.Item Women teachers talk sex : a gendered analysis of woman teachers' experiences of teaching sexuality education in rural schools in the age of HIV and AIDS.(2010) Motalingoane-Khau, Mathabo Senkepeng Crescentia.; Bhana, Deevia.With the current scourge of HIV and AIDS among the youth in Sub-Saharan Africa, sexuality education has been hailed as the vaccine against new infections. This places teachers at the forefront of the pandemic as facilitators of knowledge. This study explores women teachers’ experiences of teaching sexuality education in rural schools in the age of HIV and AIDS. As a participant researcher, I have worked through photo-voice, drawings, memory work, and focus group discussions with eight Basotho women teachers, and explored how womanhood and teacher-hood shape and reshape each other in becoming a sexuality education woman teacher. I highlight the gender dynamics characteristic of rural communities and how they play out in the construction of sexuality discourses in relation to women teachers, and how such constructions create im/possibilities for women teachers’ facilitation of sexuality education. An eclectic theoretical approach, with an emphasis on feminist theories, informed the study. A qualitative research design employing a phenomenological narrative approach has been used. The findings show women teachers experiencing the teaching of sexuality education as a challenge. Their experiences are reflected as shaping and being shaped by their understandings regarding sexuality, and their positioning as women and teachers within rural communities. Challenges that create impossibilities for women teachers’ effective facilitation of sexuality education include the patriarchal gender order in Lesotho, cultural practices, teachers’ own sexualities and teachers’ fears of contravening the social constructions of good womanhood. I argue that Basotho women teachers are facing a challenge of negotiating the socially constructed contestations between normalised womanhood and teacher-hood and thus choose to perform the normalised womanhood at the expense of teacher-hood. The womanhood they perform shapes their teacher identity such that woman teacher-hood in sexuality education becomes ineffective. This study makes unique contributions to the field of sexuality education in particular and feminist scholarship in general. The methodological contribution lies in the use of visual methods to illuminate women teachers’ positioning in relation to sexuality education. While previous studies in sexuality education have been on pedagogy, this study presents a body of knowledge based on a gendered analysis of women teachers’ embodied experiences of teaching sexuality education and the meanings they make of their experiences.