Abstract
Human Immunodefciency Virus (HIV) infection and Acquired Immuno Deficiency Syndrome (AIDS) remains a global challenge and a major setback for the health sector. South Africa is home to more than 7.2 million people living with HIV/ AIDS than any other country in sub-Saharan Africa. Meanwhile, recent statistics showed that there were 50 000 new infections in the 10-19 age groups (UNAIDS, 2019). The age groups which were affected were school going ages that are under guidance of teachers. South African schools are perceived to be the vehicle for sex education that advocates for the prevention of unhealthy sexual behaviour as they reach a large number.
Life orientation was introduced as a subject to mitigate the scourge of HIV infection among young people in schools (Ahmed, Fischer, Matthews, Mukoma & Jansen, 2009). Life orientation has been designed with the goal of providing learners with information about the transmission and prevention of HIV and other STI’s (sexually transmitted infections), as well as reproduction, pregnancy, contraception, all forms of abuse-including domestic violence and issues of consent and negotiation when it comes to sexual intercourse (Smith & Harrison, 2013). The new infections in the 10-19 age groups are a reflection that life orientation is not responsive to the needs of learners. Among the infected are also diverse sexual orientation learners. Schools have been productive sites of compulsory heteronormativity where normative gender behaviours are tolerated and promoted (Francis, 2019; Msibi, 2019). Despite the impactful nature that Life Orientation has for school youth towards the agency and abilities to make life enabling choices (Ngabaza & Shefer, 2019). It is still silent towards school youth with diverse sexual orientations and gender identities (Francis, 2019). Young people who do not orientate with heterosexual identities are at risk of contracting HIV, as compulsory heteronormative curricula do not empower of contracting HIV, as compulsory heteronormative curricula do not empower them with the necessary knowledge and skills to protect themselves (Elia & Elliiason, 2010). The aim of the study was to understand the experiences of LGBT post school youth acquisition of HIV/ AIDS education during Life Orientation and their health knowledge, attitudes and practices to protect themselves. Considering the silence and invisibility of HIV Education in formal school curriculum that is responsive to the
needs of LGBT youth, they are likely to become vulnerable to risky behaviour and
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inability to make informed health related choices. Findings show that LGBT youths engaged in sexual activities were more likely to be exposed to health risks because they did not hold sexual health related knowledge to protect themselves. The heteronormative approach to HIV education created a falsified perception that they are immune to HIV infection. It was only at university that they have learned of the potential ways of contracting sexual health illnesses and means to protect them. This study calls on educators who teach sexual health education in schools to present knowledge and skills that is inclusive of LGBT youth towards safe and abling sex education. Keywords: diverse sexual orientation, inclusive education, heteronormativity, sexuality.