A critical discourse analysis of the construction of adolescent-friendly services within training documents used by the National Adolescent-friendly Clinic Initiative in South Africa
- Authors: Ferrucci, Daniella
- Date: 2018
- Subjects: Discourse analysis Teenagers Reproductive health
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/12722 , vital:39315
- Description: The objective of this study was to critically explore the construction of adolescent and youth sexual and reproductive health and services within the South African National Adolescent-Friendly Clinic Initiative (NAFCI), by examining the training manuals and information booklets used to train the health service providers working within this programme. This was completed through the use of Foucauldian discourse analysis (FDA) and positioning theory. FDA was used to look for themes or discourses that emerged in the text, and to examine the role that power and language played in the talk around adolescent sexual and reproductive health. Positioning theory was used to explore the manner in which the young woman and health service provider were positioned within the documents, and the implications this had in relation to sexual and reproductive health and services. The discourses that emerged included discourses of risk, namely the “adolescent-in-transition” and the “sex-as-danger-and-disease” discourse; followed by the empowering discourse, the discourse of rights and responsibility, expert advice, and management and surveillance. These discourses generally depicted adolescent sexual and reproductive health in a mostly negative and problematic manner, which needed to be managed and governed by the more powerful and dominant medical expert. These discourses also positioned the young woman and the health care provider in contradictory ways. The young woman was either positioned as risk-seeking and problematic, due to her sexual behaviour, leaving her vulnerable in terms of her health and power; or she was positioned in a positive, healthy and responsible light. The health service provider was also positioned in contradictory ways. First she was positioned as an advisor and expert, due to her knowledge and skills; but then her position shifts into that a problem and a hindrance to accessing sexual and reproductive health services. The implications of these discourses serve to make sexual and reproductive healthcare a problem located within the individual. It fails to acknowledge the structural imbalances that are known to South Africa, but rather tries to construct it as a problem that needs to be managed by placing responsibility on the young woman and the health service providers.
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- Date Issued: 2018
A discourse analysis of the construction of gendered relationships in grade 10-12 Life Orientation textbooks in the Eastern Cape
- Authors: Adams, Luvo
- Date: 2017
- Subjects: Sex instruction -- South Africa -- Eastern Cape Life skills -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/5532 , vital:29315
- Description: School-based sexuality education has been the subject of research in the social sciences and pedagogical spheres globally. In South Africa, growing interest among social scientists in the topic, were ignited by the introduction of sexuality education as a compulsory part of Life Orientation (LO) by the late 1990s. However, the implementation of LO has been problematic. Reviewed literature in the current study, reveals how the dominance of the heterosex discourse is foregrounded in LO content on gender and sexuality. The current study was aimed at examining the construction of gendered relationships in LO textbooks. The study sampled LO textbooks for Grades 10-12, learners in these grades are between the mean ages 16-18 years. This group is the target group, because they are legally afforded the right to consent to sexual activity with peers, within the same age bracket. Conducted from a social constructionist perspective, the current study employed qualitative methods of inquiry (textual analysis). Against the backdrop of heterosexuality as norm, it was the aim of the current study to understand the subject positions made available for female learners to construct themselves, within the discursive spaces in LO content. Findings suggest that two discourses namely: the heterosex discourse and the discourse of danger and disease, dominate in LO content on gender and sexuality. This leads to the construction of gendered relationships a s inherently heterosexual, leading to the marginalisation of relationships that fall outside of the norm. The female learner is positioned as a passive-victim, incapable of exercising sexual agency, while young men are positioned as inherently more powerful members of the intimate relationships or dangerous sexual predators. In the discourse of danger and disease, she is also positioned as a potential victim but the focus is on equipping her with skills, in a way which positioned her as an active-resistor in refusing sexual activity; and being in control of decision-making on issues of safety in relationships. The implications of these contradictions, is that they focus on the individual and disallow her taking up of sexual agency, and disregard the context in which she has to do so.
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- Date Issued: 2017