By Deevia Bhana
Fundamental schoolchildren are usually protected against schooling on sexuality and sexually transmitted illnesses to be able to defend their innocence. In nations like South Africa, the place AIDS is very common, it really is specifically very important to handle prevention with more youthful girls and boys as lively social brokers with the means to interact with AIDS as gendered and sexual beings. This quantity addresses the query of children’s knowing of AIDS, now not easily by way of their dependence yet as lively members within the interpretation in their social worlds.
The quantity attracts on an interview and ethnographic dependent learn of little ones in socially various South African fundamental colleges, in addition to interviews carried out with lecturers and moms of youngsters. It indicates how adults maintain the construction of early life sexual innocence, and the significance of scaling up courses in AIDS intervention, gender and sexuality. It makes major contributions to the worldwide debate round early life sexualities, gender and AIDS schooling.
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Additional resources for Childhood Sexuality and AIDS Education: The Price of Innocence
However, when asked what AIDS meant they immediately offered a response through laughter, giggling and smiles: DB: What does AIDS mean? Thobeka: Don’t even speak about it. [laughing and giggling] Gugu: AIDS means when you have boy and have sex and both of you don’t wear a condom. [giggling] DB: How do you know so much? Gugu: I heard it on TV that if you don’t wear it, then if that person has AIDS and then you got infected. AIDS, Sex and Disease 35 Thobeka: If you don’t wear it then you’ll get AIDS from him or her.
Children hide, deny and silence sex in AIDS-related knowledge enabling childhood to function within familiar relations of power as they contradictorily strengthen and denounce the social fabric of innocence. Chapter 6 focuses on teachers at Bullwood and KwaDabeka illustrating the deployment of childhood innocence in the sexual constitution of children’s AIDS-related knowledge. In doing so, the chapter reveals yet again the paradox of knowing sex and not knowing—from the adult perspective. Dominant discourses silence sexuality and operate within an overall developmental category of thinking about children in ages and stages of development.
Davies, B. (1993) Shards of Glass: Children Reading and Writing Beyond Gendered Identities. Leonards, NSW: Allen and Unwin. Department of Education. (1998) National Norms and Standards. Pretoria: Department of Education. Department of Education. (2006) Amended National Norms and Standards for School Funding. Pretoria: Department of Education. D. Oxford: Polity Press. & Hawkes, G. (2009) ‘The Problem With Protection: Or, Why We Need to Move Towards Recognition and the Sexual Agency of Children’.