By Catriona I. Macleod
Winner of the Rhodes college Vice-Chancellor's booklet Award 2012!
Winner of the 2011 unusual booklet Award of the organization for girls in Psychology!
Why, regardless of proof on the contrary, does the narrative of the destructive effects of adlescent being pregnant, abortion and childbearing persist? This e-book argues that the negativity surrounding early replica is underpinned via a specific figuring out of formative years. It lines the discovery of "adolescence" and the imaginary wall that the concept constructs among youngsters and adults. Macleod examines the entrenched prestige of "adolescence" inside a colonialist discourse that equates improvement of the person with the advance of civilisation, and the ensuing risk of degeneration that "adolescence" implies.
Many vital concerns are explored, akin to the discovery of minor being pregnant and abortion as a social challenge; problems with race, tradition and culture when it comes to teenage being pregnant; and health and wellbeing merchant practices, particularly with regards to dealing with danger. within the ultimate bankruptcy, a controversy is made for a shift from the signifier "teenage being pregnant" to "unwanted pregnancy".
Using information collected from reviews around the world, this e-book highlights primary matters within the international debate relating teenage being pregnant. it's excellent for lecturers, and scholars of healthiness psychology, women’s stories, nursing and sociology, in addition to practitioners within the fields of stripling and social paintings, drugs and counselling.
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Extra resources for 'Adolescence', Pregnancy and Abortion: Constructing a Threat of Degeneration
Moran (2000) summarizes this dilemma concerning early sex education programmes in the United States as follows: Sex education's de®ning dilemma therefore consisted of the tension between teaching young people proper information about sex before their minds were thoroughly debauched and avoiding the possibility that this education would itself arouse precocious interest in sexual matters. e. a prolonged period of chastity] and the dangers of suggestiveness lay an exceedingly narrow path. ). In the following sections, South African case studies outlining two quite disparate approaches to sex education are discussed.
In the seventeenth and eighteenth centuries scienti®c endeavour centred around investigating static laws and regularities (think, for example, of Newton's theory of universal gravitation and his three laws of motion, both of which explain physical phenomenon according to universal and static laws of nature). In the nineteenth century, however, this was supplemented by an approach in which change and growth over time became the central feature. This movement (from studying static laws and regularities to studying change and growth over time) was closely linked to the development of the theory of evolution, which emphasized development through time.
Also, the process of the meeting of colonial understandings and structures with indigenous ones was not a simple one characterized by the replacement of indigenous understandings and structures with colonial ones. Instead these two social systems met, con¯icted, challenged, annihilated in some instances, hybridized, and interweaved. Part of this process was the construction of `adolescence', at least as an ideology, in Africa. One of the main mechanisms for the construction of `adolescence' in Africa was the introduction of schooling, initially via the missionaries and later through colonial government intervention.