Medical practitioners and conscientious objection to the provision of termination of pregnancy services:
- Chiwandire, Desire, Vincent, Louise
- Authors: Chiwandire, Desire , Vincent, Louise
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/143838 , vital:38287 , https://ischp.files.wordpress.com/2015/08/ischp_2015_abstract_booklet.pdf
- Description: The 1996 Choice on Termination of Pregnancy Act decriminalized abortion in South Africa and the South African Medicines Control Council in 2000 approved the dispensing of emergency contraceptive methods by pharmacists to women without a doctor’s prescription. This legislation has been hailed as among the most progressive in the world with respect to women’s reproductive justice. However, the realization of these rights in practice has not always met expectations, in part due to medical practitioners’ ethical objections to termination of pregnancy and the provision of related services. The aim of this study was to interpret the varying ways in which medical practitioners frame termination of pregnancy services, their own professional identities and that of their patients/clients. A Sample of 58 doctors and 59 pharmacists were drawn from all nine provinces of South Africa. Data were collected using an anonymous confidential internet-based self-administered questionnaire. Participants were randomly recruited from online listings of South African doctors and pharmacists practicing in both private and public sectors. Data were analysed using theoretically derived qualitative content analysis.
- Full Text:
- Date Issued: 2015
- Authors: Chiwandire, Desire , Vincent, Louise
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/143838 , vital:38287 , https://ischp.files.wordpress.com/2015/08/ischp_2015_abstract_booklet.pdf
- Description: The 1996 Choice on Termination of Pregnancy Act decriminalized abortion in South Africa and the South African Medicines Control Council in 2000 approved the dispensing of emergency contraceptive methods by pharmacists to women without a doctor’s prescription. This legislation has been hailed as among the most progressive in the world with respect to women’s reproductive justice. However, the realization of these rights in practice has not always met expectations, in part due to medical practitioners’ ethical objections to termination of pregnancy and the provision of related services. The aim of this study was to interpret the varying ways in which medical practitioners frame termination of pregnancy services, their own professional identities and that of their patients/clients. A Sample of 58 doctors and 59 pharmacists were drawn from all nine provinces of South Africa. Data were collected using an anonymous confidential internet-based self-administered questionnaire. Participants were randomly recruited from online listings of South African doctors and pharmacists practicing in both private and public sectors. Data were analysed using theoretically derived qualitative content analysis.
- Full Text:
- Date Issued: 2015
Multiple femininities in a'single sex'school: re-orienting Life Orientation to learner lifeworlds
- Mthatyana, Andisiwe, Vincent, Louise
- Authors: Mthatyana, Andisiwe , Vincent, Louise
- Date: 2015
- Language: English
- Type: text , article
- Identifier: vital:38019 , http://hdl.handle.net/11660/3689
- Description: Life Orientation sexuality education in South Africa faces many pedagogical challenges, not least among which is that it is sometimes perceived as irrelevant to learners' real interests and concerns. Learners report that the content is repetitive and that they learn more from peers than from the reiterated lessons of risk and disease avoidance that permeate sex education messages. In this article we describe the world of the study site - a 'single sex' school - as consisting of diverse informal student sexual cultures in which repertoires for the development of learner sexual identities are developed, negotiated and transmitted. The study is based on detailed ethnographic immersion in the study site which generated rich data drawn from in-depth interviews, focus groups, observations and solicited narratives. We argue that even the enlightened, tolerant 'best practice' form of sexuality education that takes place at the study site fails to take diverse learner identities, lifeworlds and experiences seriously as a pedagogic starting point, but rather tends to homogenise learners and to impose on them what they need to learn. A more empowering form of sexuality education would take seriously how young people understand themselves as sexual subjects located in unequal ('raced' and classed) social contexts.
- Full Text:
- Date Issued: 2015
- Authors: Mthatyana, Andisiwe , Vincent, Louise
- Date: 2015
- Language: English
- Type: text , article
- Identifier: vital:38019 , http://hdl.handle.net/11660/3689
- Description: Life Orientation sexuality education in South Africa faces many pedagogical challenges, not least among which is that it is sometimes perceived as irrelevant to learners' real interests and concerns. Learners report that the content is repetitive and that they learn more from peers than from the reiterated lessons of risk and disease avoidance that permeate sex education messages. In this article we describe the world of the study site - a 'single sex' school - as consisting of diverse informal student sexual cultures in which repertoires for the development of learner sexual identities are developed, negotiated and transmitted. The study is based on detailed ethnographic immersion in the study site which generated rich data drawn from in-depth interviews, focus groups, observations and solicited narratives. We argue that even the enlightened, tolerant 'best practice' form of sexuality education that takes place at the study site fails to take diverse learner identities, lifeworlds and experiences seriously as a pedagogic starting point, but rather tends to homogenise learners and to impose on them what they need to learn. A more empowering form of sexuality education would take seriously how young people understand themselves as sexual subjects located in unequal ('raced' and classed) social contexts.
- Full Text:
- Date Issued: 2015
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