Folklore and Sexuality Education: A Review of the Pedagogical Value of “Tselane le Dimo”
DOI:
https://doi.org/10.25159/2663-6697/16673Keywords:
folklore and education, sexuality education , belief systems , narrative enquiry, folk narrative , folklore in education, indigenous knowledgeAbstract
South African youths experience high rates of HIV infections and unintended pregnancies. In an effort to mitigate these challenges, the Department of Basic Education introduced Comprehensive Sexuality Education in its syllabus with an intention to equip learners with the necessary skills to manage their sexual behaviours. Despite this intervention, educators in the townships have been reluctant to teach this topic. Teachers’ reluctance is informed by cultural and religious sensitivities towards discussing sexual topics with minors. This article proposes that the reluctance towards teaching sexual education topics can be managed by relying on alternative methodologies of knowledge impartment. Since time immemorial, African societies have used folktales to impart knowledge between generations. We use a functional approach to evaluate the pedagogical value of “Tselane Le Dimo” in teaching sexuality education. We are conscious of the fact that the folktale does not contain explicit references to sex, but we argue through a sociological evaluation that the language used in the folktale references sex when it is viewed through the lens of colloquial language that is commonly used by youth. This article employs a qualitative approach in the evaluation of the pedagogical value of the folktale “Tselane le Dimo.” An interpretive phenomenological analysis is used to analyse the folktale. We use this analysis approach with the view that this folktale can be used as a tool for making sense of lived experiences. The findings indicate that words used in this folktale carry euphemistic value, which makes it possible to make references to sexual activities without being blunt about it.
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Accepted 2024-06-21
Published 2024-08-21
