Sexuality education in Ghana and Mozambique An examination of colonising assemblages informing school-based sexuality education initiatives

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.