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Ange Maïn-Ndeiang Laoungang, André Wamba

Sante Publique (Vandoeuvre-Les-Nancy, France)

|May 21, 2026

Summary

This summary is machine-generated.

Science textbooks limit sexual knowledge, oppressing learners. Educators must challenge these systemic issues in curriculum design for better access to vital information.

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Area of Science:

Curriculum Studies
Educational Policy
Adolescent Health

Background:

Sex education is crucial for child and adolescent development.
Access to sex-related knowledge is a contentious social issue.
Systemic barriers can impede comprehensive sex education.

Purpose of the Study:

To analyze science textbooks through the lens of oppression.
To expose how systemic oppression affects sexuality knowledge acquisition.
To evaluate learners' access to and understanding of sexual health information.

Main Methods:

Qualitative content analysis of science textbooks.
Utilized UNESCO's assessment guidelines for evaluation.
Textbook content served as the primary data source.

Keywords:

Chad oppression sex education textbooks

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Main Results:

Textbooks, designed by educational authorities, offer limited sexuality content.
This limitation results in learner oppression by restricting knowledge access.
Systemic issues within educational materials hinder comprehensive sex education.

Conclusions:

Recognizing the oppression inherent in limited sexual knowledge is key.
Educators should explore alternative pedagogical approaches.
Challenging systemic oppression in textbooks is necessary for equitable education.