Abstract
International and local literature depict the way comprehensive sexuality education lessons are driven by the dictates of adult authority. This leaves the youth’s voices in sexuality education matters neglected and silenced. Advancements of conservative values within comprehensive sexuality education are shown as attributors of the silencing of school youth voices. For instance, studies have shown that comprehensive sexuality education lessons are usually turned into moral lessons.
The study sought to explore school youth voices in comprehensive sexuality education through empirical investigation using qualitative research approach. Data was collected by means of arts-based research tools (photovoice, drawing and collage). The study was conducted in Mafikeng, the Northwest Province, South Africa. A few ten grade 11 learners in 3 secondary schools were selected by means of purposive sampling method. The theoretical framework of the study consisted of three theories: transformative learning theory, critical discourse analysis and critical pedagogy. The purpose of these theories was to firstly build an understanding of the position of school youth voices in sexuality education. Secondly, to investigate the way school youth voices were silenced. Lastly to seek for ways in which school youth voices may be established. The study found that school youth voices in comprehensive sexuality education were restricted, misrepresented, and shamed. The study concluded by calling for inclusive pedagogical approaches to foster youth participation and inclusion of school youth voices.