Sex, Sexuality and Gender

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However, in preventing the transmission of HIV this is vital: • zChildren and teenagers need to be encouraged to identify ways in which they are vulnerable to HIV transmission and these areas given special attention in any training that is done. The SAVE Toolkit has a number of ideas of how this can be done. This includes looking at sexuality broadly, activities related to condom use and discussions on cultural practices and addressing inhibiting factors to abstinence etc. The SAVE Toolkit also uses the methodology of seeking to find from those you are addressing what their specific vulnerabilities to HIV are, and working on addressing these as a first priority. • zIn recognising ways in which they are vulnerable to HIV, children, teenagers and adults can jointly work together to decrease this vulnerability. This can be through challenging social norms, changing cultural practices or the establishment of peer support groups that promote SAVE and anti-SSDDIM messages. Points to remember when using a human-rights based approach in discussing gender and sexuality: • zThe majority of cases of HIV-transmission, new infections as well as re-infection, occurs through sexual activity and reproduction. • zSo working with HIV prevention necessarily involves working with people’s sexuality. This includes exploring sexual practices and behaviour as well as the longing for love, sex and intimacy. It means working with our beliefs, myths and values about love, sex and gender. It is also about working with expectations, hopes and fears on how we as individuals will be able to discover our own sexuality and love and how we can express our love and/or sexuality in interaction with others. • zWorking with sexuality means working with issues of identity, as sexuality is an integrated part of every individual’s personality and identity. Sexuality is not only about knowledge and facts; it is also very much about basic questions such as: Am I good enough? Who am I? Am I normal? Will I find someone to love and someone who will love me? What does sex feel like? What is love actually about? There are many other related aspects that individuals will ask themselves. • zImportant aspects to keep in mind for all sexuality education are gender issues, sexual identity (homo-bi-hetero) and transsexuality issues, ethnic and religious issues, the socio-economic and class issues, issues of physical and psychological abilities and disabilities, and finally the issue of age. In a human-rights based approach, sexuality education should be realistic and inclusive – not exclusive. © INERELA 2012 • zFurthermore it is important to have a Human Rights perspective and to work with SRHR in issues related to sexuality, gender and HIV. 16
Tips for facilitators • zEnsure that you have internalised the information for yourself prior to the group session, so that you do not read through it but rather talk confidently about these issues to ensure understanding by participants. • zRemember to focus on human sexuality, and the fact that we need to start with ourselves in this process. • zEmphasise the issue of gender roles. in this session. • zRemember to offer the opportunity to participants to open up and share as much as possible, but to determine their own limits in terms of how much they want to share their personal experiences. Activity: Break into small groups of 3 or 4: 1. For adults: Based on what you have heard about Children’s Rights how do you feel you could use this information to prevent HIV transmission amongst children and teenagers? Be very specific and try and commit yourself to doing something. Remember that there needs to be inclusion of children and teenagers. These groups need to feedback to the larger group. 2. For children and teenagers: Based on what you have heard about Children’s Rights how do you feel you could use this information to prevent HIV transmission amongst your peers. Are you able to challenge some of the factors in your community that contribute to your vulnerability to HIV transmission? How could you do this? © INERELA 2012 If you have done work with groups of adults and children and teenagers, it could be appropriate to get the groups together to discuss their conversations. From these conversations could develop exciting community initiatives for reduction of vulnerability to HIV transmission. 17
Page 1 and 2: SEX, SEXUALITY AND GENDER first edi
Page 3 and 4: The different sexual orientation ca
Page 5 and 6: The diagram shows how people’s at
Page 7 and 8: Language game Session objective: Se
Page 9 and 10: Activity Draw the following grid on
Page 11 and 12: Exploring sexual identity and gende
Page 13 and 14: • zRead the narrative to the part
Page 15: Linking sexuality and gender to hiv
Page 19 and 20: Reflection and Notes © INERELA 201

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