Browsing by Author "Malibo, Rethabile Khantse"

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    Investigating process drama as methodology to address sensitive curriculum content in secondary schools in Lesotho
    (Stellenbosch : Stellenbosch University, 2021-03) Malibo, Rethabile Khantse; Pretorius, Mareli Hattingh; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Drama.
    ENGLISH ABSTRACT: Comprehensive sexuality education (CSE) was introduced in Lesotho in 2005 by the Lesotho government through the Ministry of Education and Training. The introduction of the subject was a response to the prevailing socio-cultural climate in Lesotho of early sexual debut for both boys and girls, high and increasing rates of HIV/AIDS, early and unintended pregnancies and marriages, illegal abortion, as well as drug and alcohol abuse amongst the adolescent population. The aim of this study is to investigate a process drama inspired pedagogy that teachers can use in teaching sensitive curriculum content, specifically comprehensive sexuality education. By extension, the study also intends to promote and encourage the employment of arts, specifically process drama, in formal education spaces. The study employs a qualitative research design consisting of two parts: a literature review, based primarily on secondary data collection, and primary data collection in the form of a participatory practical exploration within an action research approach. The literature study looks at the context of sexuality education and contestations surrounding it, the principles and characteristic of the subject and the implementation of the subject in Lesotho. It also includes the theoretical and conceptual framework of the study. Theories discussed focus on two entities: the teacher and the teaching model as the primary subjects, and the learners as a secondary entity. These theories include, constructivism (both cognitive and social), the Conceptual Change Model (CCM), positioning theory, the Health Belief Model, and psychosocial theory. Lastly the literature review addresses process drama as a form of applied drama. The primary data collection for this study was carried out in Lesotho and the population consisted of secondary school teachers from all ten districts, who teach comprehensive sexuality education. A total of fifty-two teachers were initially involved in the study, but as the study progressed the numbers decreased. Questionnaires, interviews, and process drama workshops were employed to produce primary data. The findings indicate that teachers do not understand CSE and have developed a negative attitude towards it. Teaching the subject negatively impacts their social standing not only in the school, but also in the community. They are of the view that teaching the subject might corrupt the sexual innocence of the learners or create learners eager to experiment with their newfound knowledge. Consequently, teachers design CSE content using their own biographies and employ a dictatorial methodology in class. The findings further suggest that teachers are appreciative of the role process drama can play in teaching sensitive curriculum content, but as it was a new pedagogy, they struggled to acquaint themselves with some of the conventions involved in the process. Despite observed challenges, the potential for process drama as an effective teaching method for sensitive curriculum content was confirmed. This study therefore highlights the significant role that the arts – and specifically process drama – can play within formal education spaces.