| 0:00:00 | the aim of this study was to analyze the girls meaning making process of f |
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| 0:00:05 | g c |
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| 0:00:06 | analysing the learning process and the characteristics of the acquired knowledge |
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| 0:00:13 | eighteen women where retrospectively into |
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| 0:00:17 | we analyze two different strategies that we used to prepare the goes for the upcoming |
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| 0:00:22 | circumcision |
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| 0:00:24 | the strategy was the partly open information strategy from somalia |
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| 0:00:30 | just mean was six years old when she was about to be circumcised |
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| 0:00:35 | she was very happy when her mother told that next friday you are going to |
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| 0:00:40 | be circumcised she runtime me gently to her friends telling them that she was happy |
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| 0:00:46 | it finally was going to happen to her |
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| 0:00:49 | and she felt inside |
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| 0:00:50 | that she was lucky that it happened now so she could be a better go |
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| 0:00:55 | and also and cocked |
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| 0:00:58 | she describes her excitement as follows |
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| 0:01:03 | i was ready |
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| 0:01:06 | i thank my mother to that may be circumcised soon |
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| 0:01:12 | i was afraid of it |
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| 0:01:14 | but i was more afraid of being bullied at school |
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| 0:01:19 | hence in fifteen year old uncut girls being bullied |
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| 0:01:23 | well the children were divided into two groups |
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| 0:01:27 | huh |
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| 0:01:28 | the uncut |
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| 0:01:32 | i wanted to belong to the group that have been circumcised |
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| 0:01:39 | the second strategy was the clothes information strategy from the gambia |
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| 0:01:45 | nimble was four years old when she was told there was something fantastic we're going |
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| 0:01:51 | to happen |
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| 0:01:52 | she was watching her grandmother or on santa mother preparing for those and they told |
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| 0:01:58 | her that there was gonna be a big celebration they didn't tell what and where |
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| 0:02:03 | that was a secret |
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| 0:02:05 | so she was very excited |
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| 0:02:10 | i was told that was going to summoning |
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| 0:02:15 | i ask more about it |
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| 0:02:17 | they said it was secret |
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| 0:02:22 | i only knew everybody would be there wearing their best clothes and there will be |
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| 0:02:27 | lots of presents |
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| 0:02:32 | i was so excited |
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| 0:02:36 | the next morning she was woken up |
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| 0:02:39 | washed and dressed |
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| 0:02:40 | she ate a little breakfast |
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| 0:02:42 | before she was blindfolded and lead to the side |
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| 0:02:47 | without knowing that she was going to circumcision |
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| 0:02:57 | the learning process is carefully monitored and regulated by the mother and it's a re |
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| 0:03:03 | assuring process a continuous reassuring process of the importance of the competing |
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| 0:03:15 | now i'll give an example of a typical learning situations |
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| 0:03:19 | the learning situations typical because not much is set but yet the situation is saturated |
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| 0:03:25 | with information and learning |
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| 0:03:31 | at the age of twelve e s one informants and a friend with playing |
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| 0:03:36 | that would timing high tree |
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| 0:03:38 | she fell down on her shoulder |
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| 0:03:42 | she cried and both of them became scaling ran out |
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| 0:03:46 | there were made by an onto rush towards the start and immediately starting inspecting her |
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| 0:03:52 | niece regina |
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| 0:03:53 | see if the interpolation was still intact |
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| 0:03:57 | and then she said it was alright |
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| 0:03:59 | i was posted by this because i didn't notice that important |
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| 0:04:04 | the girls were then told to be more careful and nothing more was set by |
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| 0:04:07 | dr |
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| 0:04:09 | the two girls concluded that we have to be more careful with that place down |
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| 0:04:13 | there |
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| 0:04:17 | the two goals |
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| 0:04:19 | newly circumcised reach a turning point in their understanding of the importance of being circumcised |
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| 0:04:27 | they were provided with new information in this example |
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| 0:04:31 | and this narrative they had to build large the by themselves |
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| 0:04:36 | there are provided with a rich set of metaphors like being clean |
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| 0:04:41 | being like a mortar |
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| 0:04:43 | be honourable |
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| 0:04:46 | these metaphors are building blocks in the construction on their lives that with directing them |
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| 0:04:51 | in the right directions |
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| 0:04:53 | metaphors are in themselves unclear |
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| 0:04:57 | the girls a largely left to themselves in the meaning making process |
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| 0:05:07 | findings indicate that these two strategies affect that the girls meaning making process differently but |
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| 0:05:14 | still |
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| 0:05:15 | the learning outcome seems to be the same |
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| 0:05:19 | which is |
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| 0:05:20 | producing honourable and proud women |
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| 0:05:26 | the learning process is carefully regulated and monitored |
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| 0:05:30 | but is brought to a halt before reaching critical and reflexive thinking |
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| 0:05:36 | the knowledge tends to be the people internalise |
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| 0:05:40 | embodied and morally embraced |
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| 0:05:47 | there is a variety of information campaigns and behavioural change programs aiming to and fifty |
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| 0:05:54 | c |
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| 0:05:55 | and vital part of these programs are the educational components |
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| 0:06:01 | we believe that this study might inform |
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| 0:06:05 | these programs |
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| 0:06:06 | we more detailed information about the goal is meeting making process |
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