Learning to Negotiate Sexual Relationships: A Girls' School in Tanzania as a Restrictive and Agentic Site

Autor/inn/en	Willemsen, Laura Wangsness; DeJaeghere, Joan
Titel	Learning to Negotiate Sexual Relationships: A Girls' School in Tanzania as a Restrictive and Agentic Site
Quelle	In: Gender and Education, 27 (2015) 2, S.183-197 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2015.1006586
Schlagwörter	Foreign Countries; Single Sex Schools; Females; Womens Education; Sexuality; Interpersonal Relationship; Educational Environment; Observation; Interviews; School Policy; Educational Practices; Secondary Schools; Secondary School Curriculum; Daily Living Skills; Secondary School Students; School Counseling; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Sexualität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Beobachtung; Interviewing; Interviewtechnik; Schulpolitik; Bildungspraxis; Sekundarschule; Alltagsfertigkeit; Sekundarschüler; School counselling; Pädagogische Beratung; Tansania
Abstract	Literature on schooling in Africa often frames sexual relationships as threatening girls' educational participation, health, and general well-being. Schooling practices aimed at sheltering girls reflect the prevalence of discourses emphasising danger and abstinence. This article presents the case of one all-girls school in Tanzania which provides a protective environment while also teaching young women strategies to negotiate sexual and romantic relationships. Drawing on classroom observations and in-depth interviews, we examine how the school's policies, practices, and lifeskills curriculum offer students a supportive environment in which to learn about relationships. Our analysis reveals that young women find this space simultaneously restrictive and freeing, and that their learning has supported their ability to imagine equitable relationships for themselves. This case contributes to our understanding of how schools can serve as sites that foster young women's agency when curriculum and pedagogy create space for open discussion of sexual relationships. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01