An ecosystemic analysis of resistance to and advocacy for involvement in comprehensive sexuality education: Sub-Saharan Africa example

Abstract

Over the last two decades, there has been a global push to scale up Comprehensive Sexuality Education (CSE), particularly in sub-Saharan Africa (SSA). However, this educational framework has often been approached from Euro-American perspectives, overlooking the distinct cultures and traditions that shape how SSA perceives, defines, and educates about sexuality. Notwithstanding significant progress in the past decade, this paper primarily focuses on implementation challenges and resistance to CSE in SSA. Drawing on Bronfenbrenner’s ecological systems theory of human development, the author offers a nuanced analysis of interconnected factors, including Afro-centric philosophical worldviews, indigenous modes of sexuality education, cultural traditions, religious practices, and more, which impede the proper implementation of CSE at various ecological systems. The author concludes by advocating for a collective engagement model across the microsystem, mesosystem, exosystem, macrosystem, and chronosystem levels. Additionally, the author emphasizes the need to establish common ground for effective and culturally sensitive sexuality education programs in SSA. In conclusion, this paper modestly contributes to the ongoing discourse surrounding the acceptance of CSE in SSA.