Demanding doctorability for abortion on request: a conversation analysis of pre-abortion counselling in public hospitals in the Eastern Cape, South Africa
- Du Toit, Ryan, Macleod, Catriona I
- Authors: Du Toit, Ryan , Macleod, Catriona I
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/460985 , vital:76071 , https://srh.bmj.com/content/50/4/278.citation-tools
- Description: Out-of-school comprehensive sexuality education (CSE) Re-search on abortion counselling generally uses retrospective interviewing regarding providers’ and users’ experiences. In this article we explore how requests for abortion are made and received in real time in (officially non-mandatory) pre-abortion counselling conducted by nurses and counsellors in South African public abortion clinics. To capture turn-by-turn interactions, we recorded, using consecutive sampling, 28 sessions at three abortion clinics in 2017/2018. No researcher was present. Conversation analysis, based on an ethnomethodological paradigm, was used to understand the conversational projects of the sessions and to outline how the provider and user oriented to the request for an abortion as a conversational task.
- Full Text:
- Date Issued: 2024
- Authors: Du Toit, Ryan , Macleod, Catriona I
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/460985 , vital:76071 , https://srh.bmj.com/content/50/4/278.citation-tools
- Description: Out-of-school comprehensive sexuality education (CSE) Re-search on abortion counselling generally uses retrospective interviewing regarding providers’ and users’ experiences. In this article we explore how requests for abortion are made and received in real time in (officially non-mandatory) pre-abortion counselling conducted by nurses and counsellors in South African public abortion clinics. To capture turn-by-turn interactions, we recorded, using consecutive sampling, 28 sessions at three abortion clinics in 2017/2018. No researcher was present. Conversation analysis, based on an ethnomethodological paradigm, was used to understand the conversational projects of the sessions and to outline how the provider and user oriented to the request for an abortion as a conversational task.
- Full Text:
- Date Issued: 2024
Social and structural barriers related to menstruation across diverse schools in the Eastern Cape
- Macleod, Catriona I, Du Toit, Ryan, Paphitis, Sharli A, Kelland, Lindsay
- Authors: Macleod, Catriona I , Du Toit, Ryan , Paphitis, Sharli A , Kelland, Lindsay
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/444385 , vital:74224 , xlink:href="https://hdl.handle.net/10520/ejc-educat-v40-n3-a9"
- Description: The barriers to education associatedwith menstruation vary from country to countryand within countries. We report on a cross-sectional survey conducted in diverse schools in 2districts of the Eastern Cape, South Africa. Using multi-stage sampling(stratified random sampling of schools, and purposive sampling of Grade 11 female-identifiediilearners), we accessed1,035 respondents with an average age of 17.2 years. Respondents completed a questionnaire developed from previous questionnaires and our readings of the literature. We report here on results pertaining to the social and structural barriers relatedto menstruation. Just over one fifth of young womeniiiacross the whole sample reported missing an average of 1.8 days of school per menstrual cycle, while a significant minority reportedrestrictions related to sporting and classroom activities. Results show, contrary to expectations, that young womenattending under-resourced schools report missing fewer days than young womenattending resourced schools, despite young womenin under-resourced schools experiencing inadequate sanitationfacilities and feeling unsafeusingthese facilities. This research indicates the importance of recognising social as well as structural features when considering the gendered barriers to education that menstruation may represent.
- Full Text:
- Date Issued: 2020
- Authors: Macleod, Catriona I , Du Toit, Ryan , Paphitis, Sharli A , Kelland, Lindsay
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/444385 , vital:74224 , xlink:href="https://hdl.handle.net/10520/ejc-educat-v40-n3-a9"
- Description: The barriers to education associatedwith menstruation vary from country to countryand within countries. We report on a cross-sectional survey conducted in diverse schools in 2districts of the Eastern Cape, South Africa. Using multi-stage sampling(stratified random sampling of schools, and purposive sampling of Grade 11 female-identifiediilearners), we accessed1,035 respondents with an average age of 17.2 years. Respondents completed a questionnaire developed from previous questionnaires and our readings of the literature. We report here on results pertaining to the social and structural barriers relatedto menstruation. Just over one fifth of young womeniiiacross the whole sample reported missing an average of 1.8 days of school per menstrual cycle, while a significant minority reportedrestrictions related to sporting and classroom activities. Results show, contrary to expectations, that young womenattending under-resourced schools report missing fewer days than young womenattending resourced schools, despite young womenin under-resourced schools experiencing inadequate sanitationfacilities and feeling unsafeusingthese facilities. This research indicates the importance of recognising social as well as structural features when considering the gendered barriers to education that menstruation may represent.
- Full Text:
- Date Issued: 2020
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