Sexuality Education in Ghana and Mozambique: An Examination of Colonising Assemblages Informing School-based Sexuality Education Initiatives

  • Esther Miedema
  • Georgina Yaa Oduro


This chapter analyses the historical and socio-political contexts of the design and delivery of school-based sexuality education for young women and men in two sub-Saharan African countries: Ghana and Mozambique. The chapter interrogates colonising tendencies within, and created through, school-based sexuality education. Emphasis is placed on the forms of knowledge and pedagogies that are promoted by Western donors in the design and delivery of school-based sexuality.

The analyses of the bodies of knowledge and pedagogies underpinning sexuality education in Ghana and Mozambique draws on African feminist, postcolonial, and anti-colonial theories. In addition, the chapter builds on scholarly work on the geographies of childhoods and youth that theorises young people as hybrid products of the complex historical geographies of former colonised nations.


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© The Author(s) 2017

Open Access This chapter is distributed under the terms of the Creative Commons Attribution Noncommercial License, which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.

Authors and Affiliations

  • Esther Miedema
    • 1
  • Georgina Yaa Oduro
    • 2
  1. 1.Amsterdam Institute for Social Science ResearchUniversity of Amsterdam1001 NC AmsterdamThe Netherlands
  2. 2.Department of Sociology and AnthropologyUniversity of Cape CoastCape CoastGhana

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