A Systematic Review of parent-adolescent interactions about sexuality in the African context
- Authors: Mfenyana, Anelisa
- Date: 2020
- Subjects: Psychology -- South Africa , Sex instruction for teenagers -- South Africa , Parent and teenager -- South Africa , Teenagers -- Sexual behavior -- South Africa , HIV infections -- Prevention , HIV (Viruses) -- South Africa , Communication and sex -- South Africa , Health risk communication -- South Africa , Systematic review
- Language: English
- Type: Thesis , Bachelor , BA(Honours)
- Identifier: http://hdl.handle.net/10962/185576 , vital:44400
- Description: Research Objective: to analyse knowledge that has been presented in recently published articles on parent-adolescent sexuality interactions in the African context. Methods: The research is undertaken through a systematic review, using a specific Boolean search in the EBSCOhost database. After the search and screening processes, 27 articles published between 2000 and 2020 were included in the review. Results: The dominant theme across the reviewed papers was HIV in general and its prevention more specifically. This over-riding theme is dealt with accordingly to four main sub-themes, namely: parents’ and adolescents’ knowledge about HIV/AIDs; sexuality communication between parents and adolescents; the association between the aforementioned communication and adolescent sexual behaviour; and the effectiveness of numerous specific HIV prevention interventions. The vast majority of the reviewed papers use a mainstream theoretical framework and utilise quantitative research methods. Their findings and recommendations are in line with mainstream hypotheses and assertions about HIV prevention. Conclusions: Strong global institutional forces and power relations generate the mainstream knowledge contained in the published work considered in this review, and that this knowledge in turn further entrenches these power relations. It would be useful to conceptualise the dimensions and implications of an alternative, critical approach to HIV prevention and parent-adolescent sexuality communication as well as a more comprehensive approach to sexuality education (which includes more than knowledge transfer about preventing HIV).
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Resisting responsibilisation : a narrative-discursive analysis of young peoples' talk about high school sexualities and school sexuality education
- Authors: Graham, Nicola Susan Jearey
- Date: 2014
- Subjects: Responsibility in adolescence , Language and sex -- South Africa , Teenagers -- Sexual behavior -- South Africa , Sex instruction -- South Africa , Sexual health -- Study and teaching -- South Africa , Sexual ethics
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3230 , http://hdl.handle.net/10962/d1013078
- Description: The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.
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