Foundation phase male teachers’ reflections in teaching of comprehensive sexuality education in the Eastern Cape province of South Africa

Abstract

Children in their childhood and teenage years can acquire either healthy or unhealthy lifestyles. Without proper guidance, unhealthy lifestyles (e.g. risk-taking, substance abuse, poor family planning) may negatively affect their psychosexual development (i.e. ability to make healthier sexual choices). Male and female teachers can be role models for learners to acquire healthy sexual lifestyles. Historically, the Foundation Phase (FP) has been a highly feminine teaching space. Lately, however, the space has seen an increasing presence and participation of FP male teachers. This paper shares FP male teachers’ reflections in teaching comprehensive sexuality education (CSE) content within the Life Skills curriculum in the Eastern Cape province of South Africa. Five FP male teachers were engaged in a focus group conversation; data were thematically analysed, underpinned by a feminist post-structural lens. Although the teachers reported a restriction of FP male teachers in teaching CSE-related content, they also indicated that learners showed increased self-exposure to CSE-related content. To counter the censorship of FP male teachers in teaching CSE-related content, the study recommends explicit incorporation of feminist pedagogies to enable FP male teachers to be part of the delivery of SE content as equal stakeholders.

Keywords

• curriculum
• feminist post-structural lens
• foundation phase male teachers
• gender-based violence
• masculinity
• comprehensive sexuality education