The process of overcoming conflicts among teachers in the implementation of comprehensive sexuality education at ordinary public senior high schools in Mataram City, Indonesia: a qualitative study

Tropical Medicine and Health

Research

Tracey Elizabeth Claire Jones-Konneh¹  Calvin de los Reyes²  Fumiko Shibuya³  Rie Takeuchi³  Jun Kobayashi³  Hamsu Kadriyan⁴  Cut Warnaini⁴  Dian Puspita Sari⁴  Arina Windri Rivarti⁴ 

[1] Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, 207 Uehara, Nishihara-cho, Nakagami-gun, 903-0215, Okinawa, Japan;Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, 207 Uehara, Nishihara-cho, Nakagami-gun, 903-0215, Okinawa, Japan;College of Arts and Sciences, University of the Philippines Manila, 625 Pedro Gil Street, Ermita, Manila, Philippines;Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, 207 Uehara, Nishihara-cho, Nakagami-gun, 903-0215, Okinawa, Japan;Japanese Consortium for Global School Health Research, 207 Uehara, Nishihara-cho, Nakagami-gun, 903-0215, Okinawa, Japan;Faculty of Medicine, University of Mataram, Jalan Pendidikan 37, 83125, Mataram, West Nusa Tenggara, Indonesia;

关键词: Comprehensive sexuality education (CSE);    Conflicts;    Qualitative study;    Indonesia;   

DOI  :  10.1186/s41182-023-00495-y

 received in 2022-09-16, accepted in 2022-12-29,  发布年份 2022

来源: Springer

【 摘 要 】

BackgroundComprehensive sexuality education (CSE), which aims to help young people make responsible choices and acquire scientific knowledge and skills, has been promoted by UNESCO. Teachers experience conflicts in implementing CSE when teaching sexual topics in the local context, especially as the delivery of sexual knowledge and contraceptive methods is often prohibited by religious and traditional cultural norms. It was reported that there were multiple challenges in the implementation of sex education due to the religious and cultural background of societies and communities in Islamic countries. This study aimed to clarify the process of overcoming the conflicts, explore teachers’ recognition and perception related to the implementation of CSE, and to suggest recommendations for promoting CSE in Islamic areas.MethodsThis qualitative study combined the methods of focus group discussions (FGDs) and in-depth interviews (IDIs) to explore the conflict among teachers. Ten ordinary public senior high schools in Mataram City, Indonesia, agreed to participate, and in total, 59 participants were involved in this study. FGDs were conducted with teachers (n = 49), and IDIs were focused on school principals (n = 10) in each school. The collected interview data were analyzed using a deductive thematic analysis and the findings triangulated for both the FGDs and IDIs.ResultsOverall, the teachers experienced conflicts in relation to religion, cultural background, and gender inequality in implementing CSE. The present study revealed the mutual recognition among teachers and acceptance of diverse backgrounds in the implementation of CSE at ordinary public senior high schools in Mataram City. Despite teachers reporting multiple conflicts, they made efforts to overcome these conflicts through mutual recognition and provided comprehensive guidance. The present findings indicated that teachers adapted CSE to follow multiple religions and cultural backgrounds.ConclusionsThe teachers accepted diverse backgrounds and provided CSE by collaborating with related educational subjects and external institutions to overcome conflicts. To provide more specialized education, it would be necessary to advocate a formal policy that might be accepted by diverse societies. Further research is necessary to apply the findings and recommendations for CSE implementation globally in the contexts of different countries.

【 授权许可】

CC BY   
© The Author(s) 2023

【 图 表 】

Fig. 9