SEXUAL BELIEFS AND PRACTICES BY WOMEN IN URBAN ZIMBABWE: IMPLICATIONS FOR HEALTH EDUCATION
Abstract
This paper examines the nature of existing traditional herbal and folk methods of family planning, as weil as other sexual practices of women in southern Zimbabwe. Nedeble women and a number of traditional healers (N'Angas) and herbalists were interviewed, using a semi-structured interview technique to elicit information about the use and understanding of contraceptive methods. The analyses show that many women in Zimbabwe use a variety of traditional herbal and folkloric methods, not only as a method of family planning, but also as a way to enhance sexual experience. These practices appear to be grounded in the traditional belief systems that exist in their society. The consequences of such practices in relation to designing better health education programs in Zimbabwe is discussed. RÉSUMÉ Cet article analyse la nature des méthodes herbales et folkloriques traditionnelles du planning familial ainsi que d'autres pratiques sexuelles des femmes dans le sud du Zimbabwe. On a interviewé des femmes Nedeble et un certain nombre de guérisseurs traditionnels (N'Angas) ainsi que des herba listes au moyen de la technique de l'entrevue semi-structurée pour recueillir des données sur l'usage et la compréhension des méthodes de contraception. Les analyses révèlent que de nombreuses femmes du Zimbabwe utilisent toute une diversité de méthodes herbales et folkloriques traditionnelles, non seulement comme moyen de contraception, mais pour donner du piquant à leurs expériences sexuelles. Ces pratiques semblent ancrées dans les systèmes de croyances traditionnelles de cette société. L'auteur analyse les conséquences de ces pratiques par rapport à la conception de meilleurs programmes d'éducation médicale au Zimbabwe.Downloads
Published
1993-04-01
How to Cite
Percival, L. J., & Patel, V. L. (1993). SEXUAL BELIEFS AND PRACTICES BY WOMEN IN URBAN ZIMBABWE: IMPLICATIONS FOR HEALTH EDUCATION. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 28(002). Retrieved from https://mje.mcgill.ca/article/view/8101
Issue
Section
Articles
License
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca