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Globally, career construction (CC) for learners with visual impairment (LVI) continues to be a challenge, despite enacted policies on inclusive education. In South Africa, literature suggests that teachers, especially full-service schoolteachers, are failing in implementing CC for LVI. Yet, few studies have been conducted to find out why. The aim of this study was to explore €their views. Data were generated through 45 interviews and participatory action research workshops and thematic analysed. Career construction theory underpinned this study. Despite the support given to full-service schoolteachers to implementing CC for LVI, teachers indicate that they need more skills and resources.

With the dawn of a constitutional democracy, South Africa has enacted contentious policies, such as outlawing capital punishment and legalizing same-sex marriage. Within the educational environment, the religious education (RE) and comprehensive sexuality education (CSE) polices remain the most controversial to date. A comparative analysis of their overriding objectives suggests the two policies coincide in terms of their purpose (e.g. protecting the rights of religious and sexual minority groups), reform (conscientizing learners about the oppression of othered groups), and action (instilling inclusivity and diversity in religious and sexuality education). Yet, despite the two policies' corresponding position toward oppression encountered by minorities, the analysis shows some schools privilege the implementation of one policy over another. For example, the orthodox position taken by some faith-based schools in removing the teaching of sexuality diversity, and replacing it with religious studies. On the other hand, the analysis also shows that learners from both religious and sexual minority groups (e.g. queer Muslim youth), outside of faith-based schools, may face compounded forms of oppression based on religious, gender and sexual minority status. The analysis explores this sometimes conflicting intersection of religion, gender and sexuality, while suggesting new directions for future studies in RE and CSE.

Background: Despite anatomically correct models (ACMs) being recommended internationally for their ability to serve as real-life, age-appropriate, and practical models in comprehensive sexuality education (CSE) for learners with visual impairment, there is still limited research exploring South African teachers' views regarding their use. Objectives: The aim of this study was to explore how South African teachers of learners with visual impairment view the use of ACMs during their CSE lessons. Method: This study used a qualitative approach and an exploratory, multiple case study research design. A total of 36 teachers from five schools for the blind were convenience sampled and data were generated via focus group discussions. The theory of planned behaviour underpinned this study, while data were analysed thematically. Results: Most teachers reacted with fear and resistance towards the use of ACMs in their teaching. Their responses were based on embarrassment, shame, and discomfort in handling the models. Part of the reason for this was that most teachers had not received prior teacher education about the use of the models. Some teachers falsely believed that ACMs were pleasure-enhancing devices. Others recommended their use only for blind learners, while yet others stated that they would use ACMs because of their practical value. Conclusion: Findings suggest that future research is needed on how best to engage the teachers of learners with visual impairment in self-awareness and desensitisation teacher training. Recommendations for a critical teaching framework, revisions to the CSE curriculum, as well as guidelines for teacher education are provided to facilitate teachers' use of learners with visual impairment ACMs in their CSE lessons. [ABSTRACT FROM AUTHOR]

Despite public outcry, South Africa has decided to roll out comprehensive sexuality education in schools. Currently, however, there are no scripted lesson plans for teachers of learners with visual impairment. Local literature suggests that the current sexuality education curriculum fails to engage with sexuality diversity and is imbued with notions of compulsory heterosexuality and able-bodiedness, perpetuating homophobia, transphobia and ableism in schools and broader communities. The paper sought guidance from disability professionals on how to best address lesbian, gay, bisexual, transgender and other sexualities' (LGBT+) issues as part of comprehensive sexuality education for learners with visual impairment. Bourdieu's work on doxa, orthodoxy and heterodoxy underpinned the study. Three professionals working with learners with visual impairment were interviewed in a focus group, and one school principal working in a school for learners with visual impairment was interviewed individually. Data were thematically analysed. Pre- and in-service teachers are encouraged not to see comprehensive sexuality education offered to learners with visual impairment as different from that provided to their sighted peers. Professionals urged teachers to accept LGBT+ learners with visual impairment in their dress, expression and embodiment. However, teachers need to be aware of learners' cultural and religious differences. Current lesson plans need to be revisited to safeguard against compulsory heterosexuality and able-bodiedness.

This review seeks to establish the current body of knowledge on the intersection of de/coloniality and the sexuality of disabled individuals. It suggests that few studies problematise the lack of such intersections in Southern Africa. The review locates this dearth of knowledge within the recent rollout of comprehensive sexuality education in schools, which remains silent to intersections of de/coloniality, disability, and sexuality. This analysis builds on the recommendation of Kumashiro to consider marginalised and post-structural theories in developing anti-oppressive education for disabled groups in terms of their sexualities. This becomes relevant as the sexuality of disabled individuals has been subject to institutional oppression based on colonial ideologies of health, beauty, and sexuality, since socio-medical discourses portray disabled individuals as infertile, non-sexual, and degendered. Given the shortage of relevant studies, the review uses the available local and international literature to locate the complex, interconnected structures and actors that perpetuate repressive colonial systems such as ableism, compulsory able-bodiedness, and heteronormativity within sexuality education. It suggests alternative ways of looking at these intersections within the diverse scope of comprehensive sexuality education. It does not claim that decoloniality is the panacea to erase the consequences of coloniality towards disabled sexualities, but suggests that it is one of the modalities that can redress the complex, interconnected systems of post-colonial oppression. The review recommends that future authors consider other marginalised and post-structural theories in conceptualising anti-oppressive education, like Foucauldian theories. [ABSTRACT FROM AUTHOR]