By Catriona I. Macleod
Winner of the Rhodes collage Vice-Chancellor's e-book Award 2012!
Winner of the 2011 amazing book Award of the organization for ladies in Psychology!
Why, regardless of facts on the contrary, does the narrative of the adverse outcomes of minor being pregnant, abortion and childbearing persist? This publication argues that the negativity surrounding early replica is underpinned via a selected knowing of formative years. It strains the discovery of "adolescence" and the imaginary wall that the concept constructs among adolescents and adults. Macleod examines the entrenched prestige of "adolescence" inside of a colonialist discourse that equates improvement of the person with the advance of civilisation, and the resultant hazard of degeneration that "adolescence" implies.
Many very important matters are explored, comparable to the discovery of teen being pregnant and abortion as a social challenge; problems with race, tradition and culture relating to teenage being pregnant; and well-being merchant practices, in particular on the subject of dealing with possibility. within the ultimate bankruptcy, an issue is made for a shift from the signifier "teenage being pregnant" to "unwanted pregnancy".
Using information accumulated from reports around the globe, this publication highlights principal matters within the worldwide debate referring to teenage being pregnant. it really is perfect for teachers, and scholars of overall healthiness psychology, women’s reviews, nursing and sociology, in addition to practitioners within the fields of adlescent and social paintings, drugs and counselling.
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Additional info for 'Adolescence', Pregnancy and Abortion: Constructing a Threat of Degeneration
Teenagers must be `helped to protect themselves'; they need `empowerment' and to be dealt with in a `sensitive yet sober way'. Thus, the educator requires the raw, innocent but potentially rational and mature material of youth in order to assist in the development of correct knowledge, attitudes and responsibility. But sex education itself introduces the exact opposite of what is seen as desirable in the young person to whom it is directed. In other words, images, graphics, facts, stories and examples of sex need to be presented in some form or another.
There is what Moran (2000) calls an `imaginary wall' created between teen-aged people and adults. This means that the relationship between changes in how people in their teens relate to the world and behave and how adults relate to the world and behave is ignored. 27 ADOLESCENCE AS TRANSITION? For example, researchers interested in `teen culture' note changes in teenaged people's consumption of goods, of their tastes in music and movies, their penchant for particular activities. They use this information to draw conclusions about `teenagers', ignoring how adults in a similar social milieu consume goods, or what music or movies they prefer, or what activities they engage in (Kett 2003).
A South African book entitled Sexuality Education: From babyhood to adolescence is lauded as a well-timed publication that `deals with the delicate content of human sexuality and the sexual becoming of the child in a sensitive yet sober way' (Van Rooyen and Ngwenya 2003: back cover). These quotes point to the contradictory understanding of the `adolescent' that underpins sex education. On the one hand, for sex education to work, a certain level of maturity is required: suf®cient rationality to be able to `make informed choices', enough emotional maturity to `feel con®dent and competent', and an ability to develop knowledge and `positive attitudes'.
'Adolescence', Pregnancy and Abortion: Constructing a Threat of Degeneration by Catriona I. Macleod