Dr. Sangeeta Saksena is a gynaecologist, author, counsellor and activist. Along with Dr Saldanha, she co-founded Enfold Proactive Health Trust in 2001 to promote gender equity, sexuality and personal safety education with the aim of creating safer spaces and preventing sexual and gender-based violence against children and adults. In 2016 she initiated the Suvidha Project to explore the topic with children and adults with disabilities. Dr Saksena has authored books on Life Skills and Personal Safety, and initiated and established PG Diploma and Certificate programmes in the B. Ed. course at Christ University. Since 2020 she has led a capacity building project on gender, sexuality and personal safety education for graduate and post-graduate courses, and for medical and teaching personnel. Dr Saksena has advocated for and participated in developing policies, such as the Karnataka State Child Protection Policy, besides working with the Government of Karnataka, of Delhi and of Telangana on these issues.
Shikha Aleya (SA): A big thank you Sangeeta, we greatly appreciate your speaking to us about the ecosystem that surrounds advocacy and programmes for Comprehensive Sexuality Education (CSE). Just as a starting point for quick reference, what are the key thoughts that come to your mind when you consider the concept of CSE in the current time and context?
Sangeeta Saksena (SS): I think it’s high time we put it into school and college curricula. Everyone else, except the parents and teachers are talking about it! And these other sources don’t always have the best interests of the child or adolescent in mind! It is an essential part of an individual’s life from birth onwards, and children and adolescents have a right to know about their bodies, without being shamed or stigmatised.
SA: Thank you, that helps to ground this conversation. Enfold’s work with schools, colleges and child-care institutions has grown over the years, taking an approach that engages children along with parents, teachers and caregivers. When you look back at this segment of the ecosystem, what are some of the major shifts you have witnessed, and feedback you have received, as a result of trainings, and guided, positive conversations about CSE?
SS: When we began this work in 2001, we used to go to schools 4-5 times before the principal would agree to have our sessions. 25 years later, schools call us! Even then, parents were happy that someone is doing what they should have been doing. Now parents want to learn how to have these conversations directly with their children. However, a major misconception still lingers – and that is to do with the fact that the word sex, which is derived from the Latin word ‘secare’ – meaning division or section – is used to biologically categorise bodies, as well as to refer to the act of sex! So when we ask people if newborn babies are visual, they have no hesitation in saying “Yes!” but when I ask if they are sexual, people say “Of course not! That will happen with puberty!” The point is that babies are born with sexual organs that have nerves and blood vessels and can sense pain and pleasure and respond! They are sexual – and need education about these parts, their functions and the social norms about clothing, touching and talking about these parts.
SA: That is so true, and such an important thought you’ve placed out here, thank you. This next question is based on your engagement with government institutions, specifically policy making, healthcare, and law and enforcement. What are some of the significant influences affecting the decisions of gatekeepers and service providers? What is needed, and from whom, to change the way CSE is perceived?
SS: As I said earlier, it’s to do with the misconception around the word “sexual”. Also, ever since agriculture began and patriarchy got established in large parts of the world, any discussion about these organs – especially in the female body – was shamed, stigmatised and silenced. The lawmaker, the healthcare provider, the government functionary, the social worker – all are products of the same society. They all carry this stigma. What can bring about a change is introducing comprehensive sexuality, gender equity, safety, consent, etc into higher education. Make this a mandatory course for all university-level students – and this has been done in the University of KwaZulu-Natal in Durban, South Africa. Start in schools as well. In 2021-22, 42 teachers of graduate and postgraduate courses from 6 streams from 7 universities and institutions, including the disability sector, were trained by Enfold to conduct Gender Equity, Sexuality and Personal Safety Education sessions for over 300 students. Evaluation reports from students indicate that the course was well-received and impactful. Enfold is submitting a policy brief to the Department of Higher Education at the centre and in different states to include this education nationwide.
SA: Thank you! A last question. Please share significant learning moments for you, and for Enfold, in the process of designing and delivering the Suvidha Suraksha Kit. How can we be more aware and inclusive in our approach to CSE when the ecosystem presents such enormous diversity?
SS: We had been thinking of designing teaching learning tools for children with intellectual disabilities for a long time. Finally, in 2017, we were joined by Renu Singh – she is no more, but at that time, she was the mother of a child with non-verbal autism, a biology teacher and a special educator. The learning moments were when she would say, “Ma’am, our children won’t understand this, our children will find it confusing, our children learn best from people they know”, and so on. Basically, it’s about ‘nothing about us without us’. Lived experience cannot be overlooked. It is the ultimate teacher.
Cover image by Arjun Saksena
