Nirantar is working towards ensuring that adolescence education can be empowering for young people, particularly in terms of a positive approach to sexuality. This work assumes importance in a context in which approaches to adolescence education, particularly those of State-sponsored agencies, are often fear-based, didactic and out of sync with the lived realities of adolescents. Nirantar’s initiatives in the area of Adolescence Education are shared in the section of the website on capacity building, research and advocacy
Designing and implementing a sexuality education module with Dalit and Tribal adolescent girls
Nirantar has sought to address issues of sexuality in a manner which is empowering in its direct work with adolescent girls. Sexuality is a key dimension of the curriculum in Janishala . The location of sexuality as part of the ‘Body’ theme has allowed for a holistic approach which links sexuality with health, work, gender, caste etc.
The approach
- Is contextual, locating issues of sexuality in the lived realities of the Dalit and Tribal learners
- Is positive, recognizing the linkages between sexuality, self confidence, well being and empowerment. An important part of the curriculum enables adolescent girls to understand the importance of countering shame and fear with respect to the body, in terms of the ability to report sexual violations and diseases linked to parts of the body that are sexualized.
- Addresses diversity, in terms of gender and sexuality. The rights of those who are seen to be breaking norms related to gender and sexuality, such as those who enter into inter caste or inter religious relationships, those who are same sex desiring, disabled or transgender are emphasized.
- Is political, in that it seeks to build an indepth understanding of ‘why’ sexual and gender norms and lived realities are the way they are and why those who are seen to be challenging these norms are sought to be punished.
Some bodily rights, as defined by the girls at Janishala
- Bahar jaane ka adhikar- The Right to go out
- Pant pehenne ka adhikar – The Right to wear pants
- Mele me jaane ka adhikar- The Right to go to fairs
- Sabhi logon ke saath baat karne ka adhikar- The Right to speak to everyone
- Make-up karne ka adhikar- The Right to wear wake-up
- Padhne ka adhikar- The Right to study
- Nal par nahane ka adhikar- The Right to be able to bathe in the open near the handpump
- Pyar karne ka adhikar- The Right to love
- Sex karne ka adhikar- The Right to have sex
- Gaadiya chalena ka adhikar- The Right to drive cars
- Patrakar banne ka adhikar – The Right to become journalists
- Sampatti mangne ka adhikar- The Right to ask for a share in property
- Kisi bhi jaati se shaadi karne ka adhikar- The Right to marry someone from any caste
- Bolne ka adhikar- The Right to speak
- Tight kapde pehene ka adhikar- The Right to wear tight clothes
- Sasural me dahej ka adhikar- The Right over dowry in the marital home
- Man ki jindagi jeene ka adhikar- The Right to live life the way one’s heart desires
- Kam ka adhikar- The Right to work
- Raat me ghumne ka adhikar- The Right to go out at night
- Khel kud karne ka adhikar- The Right to play/enjoy
The adolescent learners in Janishala responded first with shyness and hesitation, and then with enthusiatic engagement to issues of sexuality. For instance, in the activity above, girls were asked to imagine a day when they could do as their heart desired. One learner's flight of fancy took her on a motorcycle ride.
This document shares the urgent need for sexuality education, the flaws and problems in the existing materials and the recommendations for future by representatives of various areas who are experienced in this issue. The document emerged from a 