Moulding the Teacher: Factors Shaping Teacher Enactment of Comprehensive Sexuality Education Policy in Ethiopia

Autor/inn/en	Le Mat, Marielle L. J.; Miedema, Esther A. J.; Amentie, Siyane A.; Kosar-Altinyelken, Hülya
Titel	Moulding the Teacher: Factors Shaping Teacher Enactment of Comprehensive Sexuality Education Policy in Ethiopia
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 6, S.862-880 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Le Mat, Marielle L. J.) ORCID (Miedema, Esther A. J.) ORCID (Kosar-Altinyelken, Hülya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1682967
Schlagwörter	Foreign Countries; Sex Education; Teacher Role; Gender Bias; Violence; Educational Policy; Teacher Attitudes; Student Attitudes; Community Attitudes; Elementary Secondary Education; Women Faculty; Parent Attitudes; Teacher Responsibility; Social Influences; Cultural Influences; Educational Environment; Socioeconomic Influences; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Lehrerrolle; Geschlechterstereotyp; Gewalt; Politics of education; Bildungspolitik; Lehrerverhalten; Schülerverhalten; Frauenakademie; Weibliche Gelehrte; Elternverhalten; Lehrverpflichtung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozioökonomischer Faktor; Äthiopien
Abstract	Comprehensive sexuality education (CSE) is promoted around the world to improve young people's sexual and reproductive health and rights, and to address gender-based violence. Teachers play crucial roles in enacting CSE, yet only few studies have placed them centrally to understand CSE re-contextualisation in schools. Hence, drawing on interviews, focus group discussions, and classroom observations with 56 participants, this paper presents how CSE teachers enact CSE policy and which factors affect their enactments at schools in Ethiopia. The paper highlights that while CSE teachers were typically conceptualised as 'facilitators' of the CSE initiative presented here, in practice teachers seemed to perform what might be understood as 'activist' roles within and beyond the classroom and school. Despite this activism, teachers' possibilities to address gender-based violence still seemed limited, in part due to lack of guidance from policy and programme designers, lack of support from community and school management, and socio-economic factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01