Netflix’s ‘Mo’ delivers humour, heartache as it explores Israel-Gaza war and Palestinian and Mexican migrant life in the U.S.

Source: The Conversation – Canada – By Faiza Hirji, Associate Professor, Department of Communication Studies and Media Arts, McMaster University

I recently watched both seasons of the Netflix drama-comedy Mo (2022-25), expecting a good laugh, since the show is headlined and written by funny and smart comedian Mohammed Amer.

Mo does provoke a lot of laughter, but it also stirs deep emotions, including despair, loneliness and helplessness, as the episodes explore life in America for people on the margins.

Mo is a semi-autobiographical depiction of Amer’s life. He’s a Palestinian who grew up in Houston, Texas, immigrating to that city when he was nine years old by way of Kuwait.

In the series, Amer plays Mo Najjar as he navigates a complex balancing act between the different cultures that have shaped his life. Mo undergoes struggles to obtain asylum status in the United States as a “stateless person” with no passport.

Amer uses elements of a situation comedy to introduce increasingly troubling sociopolitical themes, leavening an existential darkness with the love and laughter of the main character’s friends and family.

The comedy-drama format allows Mo to address difficult and divisive issues, such as immigration in America and the Israel-Gaza war, in non-threatening ways.

Amer’s comedic writing also serves to humanize his characters. This is particularly important accomplishment in the case of Palestinians, both at home and in the diaspora — and more broadly for Muslims globally — given the long history of misrepresentation of Islam in western discourse.

Comedy tackles erasure of Palestine

In his writing on the first Gulf War, Canadian researcher Karim H. Karim explains how western war propaganda attempted to dehumanize their enemy. He cites comments from the U.S. army members during the Gulf War as examples. They described Iraqis as non-human and animals: “fish in a barrel,” “cockroaches” and part of a “turkey shoot,” alongside the use of longstanding stereotypes about Arabs and Muslims

Dehumanizing techniques can also be seen in today’s conflicts in the Middle East.

For example, Israeli Finance Minister Bezalel Smotrich delivered a speech in October 2024 in which he said: “There is no such thing as a Palestinian nation. There is no Palestinian history. There is no Palestinian language.” Israeli Defense Minister Yoav Gallant also said: “We are fighting human animals and we act accordingly.”




Read more:
How colonialist depictions of Palestinians feed western ideas of eastern ‘barbarism’


Mo counters these types of messages repeatedly as features representations of strong women, respectful men and loving families, instead of the angry terrorists or oppressed women depicted in western imaginings.

Several researchers have previously documented such stereotypes, including Edward Said, Leila Ahmed, Yasmin Jiwani, Karim Karim and Ross Perigoe and Mahmoud Eid.

Comedy is non-threatening

Viewers get to know Mo’s family, the Najjars, and their quirks and idiosyncracies, as well as the complicated path they tread.

During the family’s asylum hearing, an opposing lawyer raises an objection to their claim, saying the U.S. does not recognize Palestine as a state. The statement is brief and the moment passes quickly, but the viewer is now aware of this kind of daily erasure of Palestinian people.

Over the course of the show, viewers see the many ways Mo protests the general erasure of Palestinian culture, including a recurring argument over the origin of hummus (made with chickpeas, garlic, tahini and olive oil).

Building that statement into a comedy is less likely to attract negative attention than a high-profile drama or documentary. For example, Hamdan Ballal, one of the directors of the Oscar-winning Israel-Palestine documentary, No Other Land, was injured in an attack by masked settlers and then arrested by the Israel Defence Forces in the West Bank. Israel’s culture minister said changes had been made to public funding rules to help prevent similar films from being made in future..

Comedy as simultaneous defusion and resistance is also practised by the Palestinian-Canadian comedian Eman el Husseini, whose stand-up routine touches on the idea that Arabs are perceived to be dangerous while painting a picture of her own family as affectionate, overbearing and harmless.

The strategic use of comedy to make characters relatable is a technique that has proven successful with racialized comedians tackling difficult issues, both for stand-ups like Russell Peters and situation comedy formats like Black-ish.

Crushing challenges

Humour may seem like an odd response to the characters’ crushing challenges. At one point, while in negotiation with a criminal who is threatening to amputate the foot of his friend, Mo suggests cutting off just a pinkie instead, hissing to his outraged friend, “Hey, you don’t wear pinkie rings, anyway!”

But in this series, humour becomes the coping mechanism for Mo‘s characters, however fraught or fragile the issue, from a lighthearted chuckle to the darkness of gallows humour.

At times, Mo’s mother, Yusra (Farah Bsaiso), seems utterly consumed by stories of dispossession taking place back in Palestine, while Mo becomes increasingly angry about examples of appropriation and erasure.

His sister, Nadia (Cherien Dabis), trying to forge a way forward, urges her mother to pull herself away from stories of tragedy back home and resist oppression finding moments of happiness. She insists:

“We’re more than our pain and suffering.”

Ultimately, it is Yusra who summarizes what it means to smile through one’s pain, telling Mo:

“The world will always try to tear us down. And when they do…we smile. Because we know who we are.”

Resilience

In Season 2, Mo, still undocumented in Texas, gets accidentally trapped in Mexico after unwittingly crossing the border. His Mexican fiancée leaves him in frustration and loneliness.

Throughout this season, Mo’s anger at the American immigration system grows as he repeatedly tries — and fails — to get home. He seems to be engaging in constant self-sabotage, in which he simply cannot accept the process that his lawyer and the bureaucracy have outlined for him.

Yet, as the depth of the dehumanization experienced by Mo and his family becomes more and more apparent, Mo’s simmering, ever-present anger starts to seem less dysfunctional. Instead, the world’s indifference becomes spotlighted.

During these episodes, Mo begins to learn how to live with — but never accept — injustice.

However, this is still a sitcom, and some things do work out for Mo. At the end of Season 2, Mo and his family get their U.S. passports and so can finally visit their family in Palestine.

As Mo is getting ready to return to Texas, after a joyful and also heartbreaking visit with his relatives, he is harassed by an Israeli border guard. At this moment, Mo realizes he must develop the same inner strength and resolve embodied by his mother, earned after years of having to bear such harassment.

Although Mo is consumed by anger and sadness at the unjust actions towards him by the guard, against all his instincts, he thanks the border guard, smiles and walks on.

The Conversation

Faiza Hirji receives funding from the Social Sciences and Humanities Research Council of Canada.

– ref. Netflix’s ‘Mo’ delivers humour, heartache as it explores Israel-Gaza war and Palestinian and Mexican migrant life in the U.S. – https://theconversation.com/netflixs-mo-delivers-humour-heartache-as-it-explores-israel-gaza-war-and-palestinian-and-mexican-migrant-life-in-the-u-s-249684

Universities could bolster democracy by fostering students’ AI literacy

Source: The Conversation – Canada – By Larry Till, PhD student, Werklund School of Education, University of Calgary

The fears are familiar: Artificial intelligence is going to eat our jobs, make our students weak and lazy and possibly destroy democracy for good measure.

As AI has become more accessible to the public, it’s become closely (and probably not unreasonably) associated with academic misconduct, especially plagiarism and other forms of cheating.

For some time now, research has been suggesting that the future of AI and post-secondary education would be deeply intertwined.

What if, though, teaching students to use AI properly — ethically, responsibly and critically — could help make them better, more engaged citizens?

Fuelling debate

Since its public release in late 2022, ChatGPT, one of the most commonly used generative AI (GenAI) models in the world, has sparked furious academic debate. But the either/or argument that it will kill us or make us stronger is a false dichotomy.

As a long-time post-secondary educator, public servant and current doctoral student examining education and civic literacy, I am interested in the potential for AI to help us build a healthier, more inclusive and more robust democracy by creating new ways to engage our critical thinking skills across disciplines.

I researched this article, in part, by using Scite.ai, a research tool to which I was introduced by Sarah Eaton, a member of my doctoral supervisory committee whose research focuses on academic ethics in higher education. Eaton has examined issues around student misconduct, and has also argued that the connection between civic and digital literacy, including the use of AI in post-secondary education, is strong and growing.

Universities and civic literacy

Civic literacy is about fostering students’ potential to become active, engaged students in the pursuit of peaceful social change.

Somewhere along the way, it seems, universities shied away from that part of their institutional role.

Through western modernity, universities came to occupy roles as endowers of knowledge while building on more ancient expectations that education carried social obligations, often construed as a form of “noblesse oblige.”

Decolonial, democratic and educational criticism rightly underscores the importance of recognizing varied forms of knowledge existing throughout society and in learners’ own lives, and how students and diverse disciplines collaborate to construct knowledge.

Through this lens, as some scholars have argued, universities have become spaces to foster forms of civic literacy.

Educating for democracy

The role of colleges and universities in fostering civic literacy, sometimes known as educating for democracy, feeds their contribution to fostering democratic societies. Universities frequently point to this role proudly, speaking of it in broad, glowing terms without offering a lot of specifics.

While universities and colleges often talk broadly about creating learning spaces conducive to democratic engagement and good citizenship, principles associated with democracy have tended to be concentrated in a relatively small number of academic disciplines, such as humanities, social and political sciences. The STEM disciplines don’t always give them the same attention.

The need for digital and AI literacy, across disciplines, raises rich possibilities around fostering the teaching and learning of democratic or civic dispositions. This refers to creating students who become voting citizens, who have the capacity to make informed political decisions about the leaders who represent them or to assess the validity of what those leaders present.




Read more:
AI is making elections weird: Lessons from a simulated war-game exercise


The path to using AI to foster civic literacy requires the reinforcement of critical thinking, which encourages learners to challenge assumptions and cultivate independent thought.

Becoming critical, informed citizens

Many of us are familiar with concerns that AI doesn’t probe deeply; it can’t assess credibility as a human might; it’s typically working from dated information, having been trained on older, static data sets; it demonstrates bias and discrimination; and sometimes, it can outright hallucinate, making up facts that have no basis in reality.

There’s a bit of a void at the moment in terms of institutional AI policies on the use or misuse of AI and how everyone understands them, which is understandable, given how new the technology is.

This is where the connection between AI and civic literacy is especially strong: the same critical thinking skills we teach our students in literature, science or any other discipline can be applied to when explaining AI policy or transparently examining AI outputs in classes related to curricula and assignments.

By teaching students to question outputs and assess their validity, accuracy and trustworthiness, we can help them enhance the very skills they’ll ultimately need to become active, informed citizens.

They might then stand a better chance of becoming more critical citizens, employing their skills to resolve disputes and assess everything from the news they consume to promises made by political leaders. It can also help develop the skills to combat political polarization and misinformation.

True digital literacy includes not only determining in what contexts it could be appropriate to use AI but also how to effectively use AI-powered tools.

Need for prudence

University educators have to be prudent in our approach, though. So-called “cognitive offloading” — trusting machines to do our reasoning, thinking and memory work for us — is a genuine risk.

This risk makes the argument for using AI to teach critical thinking even more compelling. Human analysis of the output and its credibility is essential.

In a presentation at the University of Calgary in March 2025, Eaton noted:

“If anything, problems facing students, educators and citizens of the world may be even more complex in the future than they are today … These next-generation citizens will be navigating and leading changes we have not yet even imagined.”

What I am seeing in my research is that a broadening of the discussion to look at AI’s potential to foster civic literacy — as Eaton suggests — may be crucial to the future of democracy.

The Conversation

Larry Till does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. Universities could bolster democracy by fostering students’ AI literacy – https://theconversation.com/universities-could-bolster-democracy-by-fostering-students-ai-literacy-261905

What your neck size reveals about your health

Source: The Conversation – UK – By Ahmed Elbediwy, Senior Lecturer in Clinical Biochemistry / Cancer Biology, Kingston University

Nick NA/Shutterstock.com

Doctors have long relied on measurements like body mass index (BMI) and waist-to-hip ratios to assess health risks. However, researchers are increasingly focusing their attention on an unexpected indicator: neck circumference.

A thick neck might project strength, like that of heavyweight boxers or rugby players, but studies suggest it could signal a concerning health issue.

BMI, which divides weight by height to estimate body fat, doesn’t always tell the complete story. A competitive bodybuilder might have a high BMI, but clearly isn’t obese. This is where neck circumference offers additional insight.

Research shows that people with larger necks relative to their body size face increased risks of several serious health conditions. The connection lies in what neck size reveals about fat distribution, particularly in the upper body.

This fat around your upper body releases fatty acids into your blood, which can interfere with how your body manages cholesterol, blood sugar and heart rhythm. Essentially, neck circumference serves as a proxy for visceral fat – the harmful fat that wraps around your organs.

The evidence linking neck size to health problems is striking. People with thicker necks show increased rates of several cardiovascular diseases, including hypertension, atrial fibrillation and heart failure.

Atrial fibrillation is particularly concerning. This condition causes irregular heartbeat and blood flow, potentially leading to blood clots and stroke. The electrical imbalance in the heart can eventually progress to heart failure.

Neck circumference also correlates with coronary heart disease, where the main arteries to the heart narrow and restrict oxygen-rich blood flow.

But cardiovascular problems aren’t the only concern. Larger neck circumference increases the risk of developing type 2 diabetes and gestational diabetes. Diabetes can lead to serious long-term complications, including vision loss and limb amputations.

There’s also a connection to sleep disorders. Thick necks have been linked to obstructive sleep apnoea, where breathing repeatedly stops and starts during sleep. This condition causes extreme daytime fatigue and strains the cardiovascular system. People with sleep apnoea face higher risks of car accidents due to their exhaustion.

So what constitutes a risky neck size? For men, 17 inches (43cm) or greater increases health risks. For women, the threshold is 14 inches (35.5cm) or greater.

Perhaps most surprisingly, these risks persist even in people with normal BMI. You could have a healthy weight according to traditional measures, but still face elevated health risks due to neck circumference.

And for each additional centimetre of neck circumference beyond these thresholds, death rates and hospitalisation rates increase.

What this means for you

If your neck measures above these thresholds, it’s not cause for panic – but it is worth taking seriously. Neck size represents just one piece of your overall health picture, but it’s an important one that’s often overlooked.

The good news is that neck circumference can change with lifestyle modifications. Cardiovascular exercise and weight training can help reduce upper-body fat. Quality sleep supports metabolic regulation and recovery. A balanced diet rich in pulses, fruits, and vegetables provides essential nutrients without excess calories.

Measuring your neck takes seconds with a tape measure. Simply wrap it around the narrowest part of your neck, ensuring the tape is snug but not tight.

This simple measurement could provide valuable insight into health risks that traditional metrics might miss. While neck circumference shouldn’t replace other health assessments, it offers another tool for understanding your cardiovascular and metabolic health.

In an era where we’re constantly seeking better ways to predict and prevent disease, sometimes the answers are literally right in front of us. Your neck might be revealing more about your health than you realise – and it’s worth paying attention.

The Conversation

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

– ref. What your neck size reveals about your health – https://theconversation.com/what-your-neck-size-reveals-about-your-health-263483

Housebuyers hate stamp duty. Why hasn’t it been reformed before now?

Source: The Conversation – UK – By Paul Cheshire, Professor Emeritus of Economic Geography, London School of Economics and Political Science

David G40/Shutterstock

For years, academic economists have argued that council tax and stamp duty are deeply flawed. Politicians from all corners, as well as various thinktanks, also seem to agree. Back in 1976, the UK even had a royal commission recommending radical reform, but it was never implemented.

But now the UK government is said to be considering a change to stamp duty so that it is only paid on houses selling for more than £500,000. This could be big news, especially since it would be paid by sellers rather than buyers as at present. Due to higher house prices, it would hit people in London and the south-east the hardest.

Stamp duty is one of the UK’s oldest taxes, introduced in 1694, but its rules and rates have changed over time. Particularly since 2010, rates have increased and a range of complex exemptions (for first-time buyers, for example), “holidays” and higher rates for second homes have come and gone. Scotland and Wales now have their own systems.

Phasing these changes in and out has increased cyclical fluctuations in housing markets. For example, when a reduced stamp duty rate (introduced in 2022) was phased out three years later, house prices slumped.

But the main problem with stamp duty is that it is a tax on buying and selling houses – so on moving. It is a barrier to both downsizing for the old, and upsizing for the growing family. As such, it penalises moves to use the UK’s scarce housing stock more efficiently.

It may also act as a barrier to labour market adjustment (and so damage productivity growth) by impeding people’s ability to move for better jobs. A 2017 study concluded that a two percentage point stamp duty increase reduced mobility by 37%. This mobility reduction, however, seems mainly confined to short-distance moves.

Having to pay stamp duty makes it more difficult for people to find houses better suited to their tastes. The lower impact on long-distance moves (typically associated with labour market adjustment), however, does not provide much comfort.

The same 2017 study found that for every £100 in revenue the Treasury gained from a stamp duty increase, given the extra costs and problems encountered in finding a suitable house, households would need £84 to keep them at the same level of wellbeing.

Stamp duty is a progressive tax – the richer you are, the more you are likely to pay because it is related to the price of the house. But the relationship is complicated, with total exemption if the house price is under £125,000. This rises to 12% for all of the price above £1.5 million.

To this is added a further discount for first-time buyers and a premium for second home buyers. In fact, since the regional variation in house prices is much greater than the regional variation in incomes, stamp duty is super-progressive and penalises those living in London and the south-east.

cityscape of newcastle in england
Properties in Newcastle and the north-east of England sell for a fraction of the price of those in London and the surrounding areas.
jan kranendonk/Shutterstock

In September 2024, the median house price in London was, at £525,000, 3.3 times that in the cheapest region, the north-east. But Londoners’ median earnings were only 1.4 times those in the north-east.

Why does stamp duty still exist?

For governments, the attractive aspect of stamp duty is that it is cheap and easy to collect. And, like any property tax, it is difficult to avoid. It may also be the case that it is a politically easier tax to impose than, say, council tax. This is because it is seen to be avoidable or voluntary.

If you do not want to pay it, you can just not buy a house. After all, it is the buyer who is responsible for paying it. But of course, it may not really be as simple as that. The tax burden will in fact be split between buyers and sellers – and everyone has to to live somewhere, so rents will still reflect an element of stamp duty paid by landlords.

Reforming stamp duty surely should be high on the agenda of a good government with a long-term view. But the apparent focus on stamp duty seems to be more the result of the government’s revenue shortfall crisis and the Labour party’s commitment not to increase taxes on “working people”.

Crucially, there is an overwhelming case for a fully thought-through reform of stamp duty and council tax in combination. A strategic vision would add our system of local government finance to that agenda. Many think council tax is a far worse tax than stamp duty. It is the product of another crisis: the need to put something – anything – in place in a hurry after the collapse of the Thatcher government’s poll tax in the early 1990s.

It would be a tragedy if the UK were to get a rushed, short-term change to stamp duty in a bid to raise revenue in an emergency, rather than address the serious, long-term problems of how we tax property and fund local government. If stamp duty is changed, it must not endanger such a real, long-term and valuable reform.

The Conversation

Paul Cheshire is affiliated with the London School of Economics; Centre for Economic Performance; Labour Party member.

– ref. Housebuyers hate stamp duty. Why hasn’t it been reformed before now? – https://theconversation.com/housebuyers-hate-stamp-duty-why-hasnt-it-been-reformed-before-now-263747

The harms of low-blow political satire in a polarised climate

Source: The Conversation – UK – By Samuel Clark, PhD Candidate in Politics and International Relations, University of Reading

Who are you laughing at? Khosro/Shutterestock

In a world where politics can often feel demoralising, it’s no surprise that many people are finding comfort and hope in political satire.

Shows like Have I Got News For You and Last Week Tonight With John Oliver use wit and irony to make controversial, distant and uncomfortable issues more approachable while providing moral judgment on them. The idea is that when disheartening topics are dressed humorously – climate change, political corruption, structural injustice – we’re more inclined to pay attention. And, if all goes well, we might be able to poke fun at ourselves and our ignorance along the way.

Done well, satire can benefit democracy. It offers representation: the satirist articulates the grievances of people who might otherwise struggle to advance their views. It can be educational, bringing attention to important issues that are obscured in public discussions. It can hold power to account, pressuring elites to address harms they might be ignoring. And satire can promote social equality: it mocks the powerful, and in so doing asserts that they are not above others.

But in many democracies, and the US in particular, this model isn’t always being subscribed to. Much of the popular satire we see today prioritises affirming the prejudices of its partisan audience over pursuing the democratic benefits it has the potential to deliver.

My ongoing PhD research examines when satire is and isn’t democratically valuable in societies marked by deep divisions. And I’m concerned that some popular modern satire is taking a wrong turn.

Perhaps as a symptom of Donald Trump making satire of elites more and more difficult, some satirists are choosing to make fun of uninformed regular people rather than those in power, particularly when those people have different political views.

One example can be seen in The Daily Show’s recurring segment Jordan Klepper Fingers the Pulse. In the segment, leftwing satirist Klepper interviews attendees at Donald Trump rallies, steering them – through strategically phrased questions – into absurd or contradictory positions. The comedy is bolstered by manipulative editing and laugh tracks that paint Trump supporters as inherently foolish and unreasonable. The clips consistently attract millions of views online.

While the segment is humorous, the primary goal is not to foster public understanding or deliver a substantive critique. Rather, it pursues tribal reinforcement. The viewer is invited to laugh not at elite wrongdoing, but at the perceived ignorance of ordinary people.

This kind of satire fails to deliver, and in some cases undermines, the democratic benefits I’ve outlined above. In relation to the good of social equality, for instance, it vilifies, and so undermines the status of ordinary people. It also doesn’t hold power to account, nor does it educate people on issues of broader public concern.

Satirists wield considerable power. Studies show that many people, particularly those with low political interest, are turning to satirical television programmes as an alternative to traditional news broadcasters for information.

When satirists single out only the most extreme or ill-informed people and hold them up as representative of an entire political movement, they don’t educate or enlighten; they entrench caricature and propagandise. The audience walks away with their prejudices affirmed and their opponents dehumanised.

Punching sideways

Other satirical offerings – such as Inside Edition and Jimmy Kimmel Live, alongside a number of social media creators – are further examples of cheap shots aimed at political opponents. (Examples from the political right are harder to come by. Conservatives tend to dress their consumption of politics in outrage and anger rather than satire and irony.)

Across all these examples, an “interviewer” uses mock sincerity to lull people in and subsequently shame, demean and ridicule them – often without them knowing that they are indeed the subject of ridicule. These performances rarely illuminate complex issues or unsettle power structures. Instead, they deliver punchlines aimed squarely at their citizen adversaries. In so doing, they become partisan theatre, not satire.

While these performances may entertain, research suggests they also have lasting psychological consequences. Humorous stimuli have been shown to increase information recall. Some evidence also points to a “sleeper effect” whereby political messages delivered through comedy can become more persuasive over time, bypassing our critical defences. Humour can, however, make audiences treat messages as less important.

In my view, the danger lies in the broader narrative this kind of satire delivers about political opposition. Critiquing the hypocrisies in hardline Trump supporters’ views is one thing, but when we are encouraged to perceive an entire political group as blindly dogmatic, irrational and unreasonable, we cross a dangerous line. Instead of gaining a deeper understanding of political disagreement, viewers are left with the conviction that their political opponents are not just wrong, but unworthy of being debated. This isn’t civic engagement, it’s ideological arrogance. Democracy can’t function properly under these conditions.

This is not to argue that satire should be politically neutral. Far from it. Some of the greatest satirical work in history – from Jonathan Swift to Ian Hislop – has been fiercely ideological. But good satire challenges its audience as much as its targets. It holds a mirror up to society, forcing us to confront not just the flaws of our adversaries, but also our own ignorance.

With Saturday Night Live set to expand into the UK, British satirists would do well to take heed. There is a risk that the kind of polarising comedy taking root in the US will follow across the Atlantic. Satire is at its best when it exposes deception, discomforts the comfortable, and asks hard questions of those in power – even when they’re on our own side. It should show that no one side holds all the answers. That’s harder, riskier work. But it’s the kind of satire we need now more than ever.

The Conversation

Samuel Clark receives funding from the South East Network for Social Sciences.

– ref. The harms of low-blow political satire in a polarised climate – https://theconversation.com/the-harms-of-low-blow-political-satire-in-a-polarised-climate-255750

What will happen to the legal status of ‘sinking’ nations when their land is gone?

Source: The Conversation – UK – By Avidan Kent, Professor of Law, University of East Anglia

Some small island states, such as Tuvalu, are at risk of losing their land to rising seas. Romaine W / Shutterstock

Small island nations such as Tuvalu, Kiribati, the Maldives and Marshall Islands are particularly vulnerable to climate change. Rising seas, stronger storms, freshwater shortages and damaged infrastructure all threaten their ability to support life.

Some islands even face the grim possibility of being abandoned or sinking beneath the ocean. This raises an unprecedented legal question: can these small island nations still be considered states if their land disappears?

The future status of these nations as “states” matters immensely. Should the worst happen, their populations will lose their homes and sources of income. They will also lose their way of life, identity, culture, heritage and communities.

At the same time, the loss of statehood could strip these nations of control over valuable natural resources and even cost them their place in international organisations such as the UN. Understandably, they are working hard to make sure this outcome is avoided.

Losing land means losing a way of life.

Tuvalu, for example, has signed a treaty with Australia to ensure it will be recognised as a state, regardless of the impact climate change has on the islands.

Beyond affirming that “the statehood and sovereignty of Tuvalu will continue … notwithstanding the impact of climate change-related sea-level rise”, Australia has committed to accepting Tuvaluan citizens who seek to emigrate and start their lives afresh on safer ground.

Facing the threat of physical disappearance, Tuvalu has also begun digitising itself. This has involved moving its government services online, as well as recreating its land and archiving its culture virtually.

The aim is for Tuvalu to continue existing as a state even when climate change has forced its population into exile and rising seas have done away with its land. It says it will be the world’s first digital nation.

Elsewhere, in the Maldives, engineering solutions are being tested. These include raising island heights artificially to withstand the disappearance of territory. Other initiatives, such as the Rising Nations Initiative, are seeking to safeguard the sovereignty of Pacific island nations in the face of climate threats.

But how will the future statehood of small island nations be determined legally?

International law’s position

Traditionally, international law requires four elements for a state to exist. These are the existence of population, territory, an effective and independent government and the capacity to engage in international relations.

With climate change threatening to render the land of small island nations unliveable or rising seas covering them entirely, both population and territory will be lost. Effective and independent government will also become inoperative. On the face of it, all the elements required for statehood would cease to exist.

But international law does recognise that once a state is established it continues to exist even if some of the elements of statehood are compromised. For instance, so-called failed states such as Somalia or Yemen are still regarded as states despite lacking an effective government – one of the core elements required under international law.

However, the threats posed to the statehood of small island nations by climate change are unprecedented and severe. They are also very likely to be permanent. This makes it unclear whether international law can extend this flexibility to sinking island nations.

A man in a yellow rain coat walking across a flooded street.
Flooding in Malé, the capital of the Maldives, in April 2024.
azmeeali / Shutterstock

The International Court of Justice (ICJ) recently issued its advisory opinion on the obligations of states in respect of climate change. The ICJ addressed a wide range of issues concerning the legal obligations of states in the context of climate change. This included the future statehood of small island nations.

In this regard, the ICJ acknowledged that climate change could threaten the existence of small islands and low-lying coastal states. But it concluded its discussion with a single, rather cryptic sentence: “once a state is established, the disappearance of one of its constituent elements would not necessarily entail the loss of its statehood.”

What exactly did the court mean by this remark? Unfortunately, the answer is not entirely clear. On the one hand, the decision seems to confirm the traditional flexible approach of international law to statehood.

In their separate opinions, some of the court’s judges interpreted this sentence as extending the flexibility previously applied in other contexts – such as failed states – also to the situation of sinking island nations. In other words, a state could retain its legal existence even if it disappears beneath rising seas.

At the same time, a closer reading of the decision suggests that the court stopped short of explicitly confirming that the flexibility of the term “statehood” could be stretched so far as to mean a state could exist even if completely submerged under the seas.

The court noted only that the disappearance of “one element … would not necessarily” result in the loss of statehood. But in the case of sinking island nations it is likely that all key elements – population, territory, government and ability to enter into international relations – would disappear.

For now, the ICJ has left the matter open. The decision points to flexibility, but it avoids the definitive statement that many vulnerable nations had hoped for. The legal future of sinking islands remains uncertain.

The Conversation

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

– ref. What will happen to the legal status of ‘sinking’ nations when their land is gone? – https://theconversation.com/what-will-happen-to-the-legal-status-of-sinking-nations-when-their-land-is-gone-263559

Les fossiles de dinosaures offrent des données scientifiques uniques et ne devraient pas être vendus aux enchères

Source: The Conversation – in French – By Jessica M. Theodor, Professor of Biological Sciences, University of Calgary

L’an passé, un Stegosaurus surnommé Apex a été vendu aux enchères pour 40,5 millions de dollars américains. Le mois dernier, un Ceratosaurus juvénile l’a été pour 30,5 millions de dollars.

Les partisans de ces ventes considèrent qu’elles sont sans conséquences, voire bénéfiques pour la science. D’autres comparent les fossiles à des objets d’art, louant leur beauté ou leur charme historique.

En tant que paléontologues, nous tenons à affirmer que ces personnes ont tort.

Les fossiles ne sont ni des objets d’art ni des trophées. Ils contiennent des données scientifiques qui fournissent des traces tangibles de l’histoire lointaine de la Terre. Ce sont des outils essentiels pour comprendre l’évolution, l’extinction, les changements climatiques, ainsi que l’origine et la disparition des écosystèmes.

Leur véritable valeur réside dans ce qu’ils nous enseignent, et non dans leur prix. Bien sûr, certains fossiles sont magnifiques. Tout comme le sont les rhinocéros blancs, une espèce menacée, et personne ne suggère pour autant que ces animaux soient vendus aux enchères au plus offrant. La valeur d’un fossile ne se définit pas par sa beauté, mais par son accessibilité scientifique permanente.

Science VS propriété

Les paléontologues sont des historiens du temps profond qui étudient la vie sur des millions d’années. Notre science repose sur les mêmes principes fondamentaux que toutes les autres disciplines scientifiques. Les données doivent être transparentes, accessibles, reproductibles et vérifiables. Pour que cela soit possible en paléontologie, les spécimens fossiles doivent être conservés dans des institutions publiques disposant de collections permanentes.

Pour que la recherche paléontologique soit scientifique, il faut que les spécimens étudiés soient répertoriés dans des lieux qui en garantissent l’accès à perpétuité, afin que d’autres chercheurs puissent régulièrement examiner, évaluer et réévaluer les données qu’ils contiennent.

Ainsi, la vente aux enchères du spécimen de Tyrannosaurus rex surnommé Sue, qui a eu lieu en 1997, se distingue des ventes actuelles. Bien que Sue ait été cédée dans le cadre d’une vente privée, c’est un consortium public-privé, comprenant le Musée d’histoire naturelle de Chicago (FMNH), Walt Disney, McDonald’s et des donateurs privés, qui l’a acquise. Le squelette de Sue a immédiatement été placé dans le domaine public au FMNH, un musée accrédité, et a été dûment catalogué.

Sue n’a pas disparu dans la collection privée d’un acheteur anonyme. Au contraire, le T. rex est devenu une ressource scientifique accessible aux chercheurs et au grand public. C’est précisément ce qui devrait arriver à tous les fossiles d’importance scientifique.

De plus en plus de fossiles remarquables finissent entre les mains de collectionneurs privés. Même lorsque les propriétaires les prêtent temporairement à des musées, comme dans le cas du Stegosaurus Apex, ces fossiles ne peuvent être utilisés pour des études scientifiques sérieuses.

Un accès permanent

Les principales revues scientifiques ne publient pas les recherches qui étudient de tels spécimens pour une raison bien simple : la science exige un accès permanent.

La paléontologie repose sur la transparence, la reproductibilité et la celle des données. Un fossile appartenant à un particulier, aussi spectaculaire soit-il, peut devenir inaccessible à tout moment selon le bon vouloir de son propriétaire. Cette incertitude rend impossible toute garantie quant à la possibilité de vérifier les découvertes, de répéter les analyses ou d’utiliser de nouvelles technologies ou méthodes sur le matériel original à l’avenir.

Comparez cela aux fossiles conservés dans le domaine public, comme le T. rex Sue. Le squelette de Sue est exposé depuis près de 20 ans et a fait l’objet de nombreuses études. À mesure que la technologie évolue, de nouvelles questions scientifiques sont abordées concernant les vestiges anciens, et notre compréhension du passé lointain s’approfondit d’une recherche à l’autre.

L’importance des normes

Il peut être tentant de justifier le commerce des fossiles en citant l’exemple des films et des jouets sur le thème des dinosaures, comme si la culture populaire était l’équivalent de la science. C’est comme affirmer que les tableaux exécutés par la peinture à numéros peuvent remplacer des œuvres d’art au Louvre. Les ventes très médiatisées induisent le public en erreur en lui faisant croire que l’importance d’un fossile ne dépend que de sa taille ou de son intégralité.

La Société de paléontologie des vertébrés, la plus grande organisation mondiale de paléontologues professionnels, a élaboré des directives éthiques reflétant les normes professionnelles en matière de recherche. Toutefois, ces règles sont jugées trop strictes par certains, qui estiment qu’elles devraient être « assouplies ». Mais les assouplir reviendrait à abandonner le principe même de la méthode scientifique pour favoriser la convenance et le profit.

Il est contraire à l’éthique de vendre des fossiles humains ou des artefacts culturels à des collectionneurs privés. La même règle devrait s’appliquer aux dinosaures et autres fossiles de vertébrés. Qu’ils soient communs ou spectaculaires et rares, les fossiles constituent un témoignage précieux de l’histoire de notre planète.

La science en héritage

La science ne devrait pas être mise en vente. Nous suggérons aux millionnaires et milliardaires passionnés de fossiles d’investir leur argent là où il pourra contribuer à changer les choses. Au lieu d’acheter un squelette, nous les encourageons à soutenir la recherche, les musées, les étudiants et les sociétés scientifiques qui redonnent vie aux ossements anciens.

Le prix d’un seul fossile pourrait financer des années de découvertes révolutionnaires, d’éducation et d’expositions. C’est un héritage qui mérite d’être légué, surtout à une époque où le financement de la science est en déclin.

La Conversation Canada

Jessica M. Theodor reçoit des fonds du Conseil de recherches en sciences naturelles et en génie du Canada. Elle est l’ancienne présidente de la Society of Vertebrate Paleontology.

Kenshu Shimada est président du comité des affaires gouvernementales de la Society of Vertebrate Paleontology.

Kristi Curry Rogers est vice-présidente de la Society of Vertebrate Paleontology.

Stuart Sumida est président de la Society of Vertebrate Paleontology.

– ref. Les fossiles de dinosaures offrent des données scientifiques uniques et ne devraient pas être vendus aux enchères – https://theconversation.com/les-fossiles-de-dinosaures-offrent-des-donnees-scientifiques-uniques-et-ne-devraient-pas-etre-vendus-aux-encheres-264102

J.D. Vance is wrong about history – here’s why this matters for Ukraine

Source: The Conversation – UK – By Chris Smith, Course Director, History, Coventry University

In a recent Meet the Press interview, the vice-president of the US, J.D. Vance, argued in relation to Russia’s illegal invasion of Ukraine: “This is how wars ultimately get settled. If you go back to world war two, if you go back to world war one, if you go back to every major conflict in human history, they all end with some kind of negotiation.”

Vance was responding to a question from the NBC news anchor, Kristen Weller, who asked: “If Russia is allowed to keep any of the territory that it illegally seized, what message does that send to China? Does it give China a green light to invade Taiwan? Does it give Russia a green light to invade other European countries, which is what your European allies are concerned about?”

Vance’s response was clearly his way of saying that the war in Ukraine would have to end in a negotiation, with the suggestion that some sort of territorial concessions on Ukraine’s part would naturally flow from that process.

But he was wrong. In fact, few major wars in recent history have ended in negotiation. Let’s take Vance’s two examples. The second world war in Europe ended with the Soviet capture of Berlin and Germany’s dictator dosing himself with cyanide and putting a bullet in his own brain. The war against Japan ended with Hirohito’s empire on the verge of famine, its infrastructure destroyed by American fire. The Soviets had invaded Manchuria, Sakhalin and the Kuril Islands, and were threatening to invade Hokkaido. To cap it all, the Americans were also threatening to invade Kyushu and then Honshu. But before that came to pass, the US deployed superweapons. Japan surrendered just days after the atomic bombings and the Soviet intervention.

As for the first world war, that ended with an armistice on November 11 1918 following the collapse of the German armed forces. The peace treaty, the Treaty of Versailles, was later signed in 1919. The Germans were not invited to those negotiations and the terms of the treaty were imposed upon them. This led to the partition of Germany, the loss of its empire, its military reduced to a rump, and a reparations bill of 20 billion gold marks (£6.6 billion).

The 'Big Four' at the Versailles conference: Britain's David Lloyd George, Vittorio Orlando of Italy, Georges Clemenceau of France and US president Woodrow Wilson.
The ‘Big Four’ at the Versailles conference: Britain’s David Lloyd George, Vittorio Orlando of Italy, Georges Clemenceau of France and US president Woodrow Wilson.
Edward N. Jackson (US Army Signal Corps)

So, which major wars does Vance mean? Contrary to his pronouncements, clearly not the first or second world wars. If we look at the major wars a century prior, do we see what he is talking about?

The Napoleonic wars came to an end with coalition forces engaged in a full-scale invasion of France and entering Paris on March 30 1814. Napoleon abdicated on April 6 and was exiled to Elba. He escaped in 1815, returned to arms and was defeated at Waterloo. He was exiled again, even further away, to Saint Helena. Meanwhile after the French capitulation, a treaty was signed in Paris in November 1815, imposing a large fine, a foreign occupation and the loss of territory. So presumably Vance wasn’t referring to these conflicts.

Perhaps Vance was thinking of some of the rather smaller 19th-century wars which ended with, at least nominal, negotiated settlements.

Illustration showing French foreign minister, Jules Favre signing the Treaty of Frankfurt in 1871 as German chancellor Otto von Bismarck looks on.
Watched by German chancellor Otto von Bismarck, the French foreign minister, Jules Favre, puts his seal on the Treaty of Frankfurt.
Cliche Manuel priz chez Falise/Wikimedia Commons

The Crimean war ended with another Treaty of Paris in 1856 and involved Russia agreeing to the neutrality of the Black Sea and the loss of the territories it had captured from the Ottoman empire.

The Franco-Prussian war of 1870-71 ended with the Treaty of Frankfurt in 1871, which saw France lose territory in Alsace and Lorraine. Ultimately, these wars ended with negotiated capitulation.

Negotiation or capitulation?

“Negotiation” is what Vance says regarding Russia and Ukraine. But the administration he serves has already suggested that any negotiation will involve Ukraine giving up land. President Donald Trump came away from the recent summit in Alaska talking about Ukraine giving up its territory, despite the fact that territory is not something that can simply be negotiated away over the heads of the Ukrainian people. This all sounds rather more like Ukrainian “capitulation” rather than a “negotiation”.

A friend from the Ukrainian diaspora said to me recently: Ukraine will be “forced to erase itself to make Russia happy, and that has been happening for hundreds of years”. They, as she noted, have always refused. Contrary to Vladimir Putin or Vance’s plans, the Ukrainians have their own ideas about their national destiny.

Vance is wrong for another reason. Ukraine’s defeat would represent perhaps the greatest US foreign policy disaster since the Vietnam war. In 2025 the US still claims to be the world’s only true superpower; its support and weaponry has helped keep Russia from the gates of Kyiv without firing a shot or placing a single US soldier on the ground.

Russia, by contrast – long a rival for the superpower mantle – has endured multiple recent foreign policy setbacks. Not least of these is the failure to dismantle Ukraine, which was supposed to take a matter of days. But also, the collapse of its client regime in Syria and Israel’s humiliation of Iran, another longstanding ally.

Things do not need to be as they are. Trump and Vance could assist Ukraine securing the just peace its president, Volodymyr Zelensky, is calling for. They could allay European fears about Russia by making it clear to Putin that aggression will not be rewarded. But from everything they’ve said, this is not the path they want to take. Instead, while Vance misinterprets history, Ukraine continues to bleed.

The Conversation

Chris Smith does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. J.D. Vance is wrong about history – here’s why this matters for Ukraine – https://theconversation.com/j-d-vance-is-wrong-about-history-heres-why-this-matters-for-ukraine-263951

White mold fungi split their genome across several nuclei, with implications for future gene editing

Source: The Conversation – Canada – By Xin Li, Professor, Botany, University of British Columbia

A view of the mold _Sclerotinia sclerotiorum_ seen under a microscope. (Mushroom Observer/Wikimedia Commons), CC BY-SA

Genomes contain the complete library of information required to build and maintain a living organism — the figurative blueprints of life. In eukaryotes, genomes are stored in the nuclei, where they are organized into chromosomes. A eukaryote is an organism whose cells have a nucleus surrounded by a membrane: plants, animals, fungi and many microbes are eukaryotes.

The human genome, for example, is organized in 23 chromosomes, each containing a portion of the complete genetic code. Until recently, it has always been assumed that each nucleus contains at least a complete set of chromosomes, and thus the “one nucleus, one full genome” rule.

However, our research has revealed that in two species of fungi, their genomes can be split across multiple nuclei, with each nucleus receiving only part of the total chromosomes.

A surprising discovery

white mold growing on a plant
Sclerotinia sclerotiorum causes stem rot in plants.
(Rasbak/Wikimedia Commons), CC BY-SA

Our laboratory at the University of British Columbia studies the fungus Sclerotinia sclerotiorum, which is a soil-borne pathogen causing stem rot or white mold in various crop plants, including canola, soybean and sunflower.

Despite its impact on cash crops, S. sclerotiorum‘s genetics and cell biology are not well understood.

While trying to better understand the biology of this fungus, our laboratory made a startling discovery about the organization of S. sclerotiorum’s 16 chromosomes during cell division and reproduction.

Most eukaryotic cells are diploid, meaning the nucleus contains two copies of each different chromosome. In many fungi, such as baker’s yeast, reproduction begins with a parent diploid cell dividing to form haploid spore cells with one nucleus housing one copy of each chromosome.

However, S. sclerotiorum spores, known as ascospores, each contain two separate nuclei. Previously, it was assumed that each nucleus was haploid, containing the full suite of 16 chromosomes. This would mean that each ascospore contains a total of 32 chromosomes, similar to a diploid cell.

Using fluorescent microscopy, we were able to directly count the number of chromosomes present in a single ascospore. Remarkably, we consistently observed only 16 chromosomes per ascospore, in conflict with the 32 predicted by the current “one nucleus, one full genome” theory.

Additionally, we used fluorescent probes to label specific chromosomes, and found that the two nuclei in an ascospore contain distinct chromosomes. Ascospores contain one set of 16 chromosomes divided across two nuclei, rather than each nucleus containing a complete set of chromosomes.

An irregular manner

The next question we asked was whether the 16 chromosomes are randomly assorted between the two nuclei, or whether this genomic division follows a regular pattern.

To answer this, we separated individual nuclei and determined which chromosomes were present through polymerase chain reaction (PCR) analysis. We found that chromosome composition varies among nuclei, suggesting the division of chromosomes between nuclei is in an irregular manner.

Intrigued, we sought to investigate whether similar phenomenon occurs in other fungi. Botrytis cinerea is another species of plant pathogenic fungi in the same family as S. sclerotiorum.

B. cinerea produces conidial spores typically with four to six nuclei, rather than the two regularly observed in ascospores of S. sclerotiorum. Using similar methods, we found that the 18 chromosomes in the B. cinerea genome are similarly split across nuclei, with each nucleus generally carrying three to eight chromosomes.

This observation showed that haploid genome “splitting” across nuclei occurs in multiple plant pathogenic fungi. However, whether this phenomenon is wider spread across fungal families, or even other eukaryotes, requires further study.

An unknown mechanism

The observation that the S. sclerotiorum and B. cinerea haploid genomes are divided across nuclei raises questions about how this separation plays a role in the rest of the fungal life cycle.

In order to produce the next generation, these fungi need to reform a diploid cell with the full suite of chromosomes, from which new ascospores can be produced. Presumably, this requires the fusion of nuclei with complementary chromosomes to reunite the genome. So how do these fungi ensure that the correct nuclei fuse?

Perhaps the simplest explanation would be one of viability selection: nuclei may fuse randomly, but only those with a complete genome would produce viable ascospores. This seems inefficient, and a more attractive scenario would involve some structure or mechanism to keep complementary nuclei together after the initial division, allowing them to easily reassemble later in the fungal life cycle.

We hope our future work will provide answers to these fascinating questions, and help broaden our understanding of the fundamental dynamics of nuclei and their genomes. This improved understanding will enable dramatic revolutions in gene editing, allowing researchers to manipulate chromosomes and nuclei at will.

The Conversation

Xin Li receives funding from the Natural Sciences and Engineering Research Council of Canada.

Edan Jackson receives funding from Natural Sciences and Engineering Research Council of Canada.

Josh Li receives funding from Natural Sciences and Engineering Research Council of Canada.

– ref. White mold fungi split their genome across several nuclei, with implications for future gene editing – https://theconversation.com/white-mold-fungi-split-their-genome-across-several-nuclei-with-implications-for-future-gene-editing-260699

Talking about sex isn’t always easy for teachers in South Africa. Here’s what they told us

Source: The Conversation – Africa – By Vhothusa Edward Matahela, Associate Professor: Health Sciences Education, University of South Africa

Young people in rural Limpopo, the South African province bordering Botswana, Zimbabwe and Mozambique, face high risks of HIV, unplanned pregnancy, and other societal challenges.

One reason is that they aren’t always getting sexuality education that connects with their lived realities. Schools provide lessons on reproduction, HIV prevention and relationships. But too often, what’s taught in class doesn’t match what learners are experiencing outside, leading
to unsafe sexual practices.

We are part of the University of South Africa community engagement project focusing on HIV prevention among learners in Limpopo province. To understand the gaps, we ran a three-day workshop with 19 teachers (16 of them women) from rural schools near Musina. This border town is on a busy trade route, where high mobility, transactional sex and the risk of trafficking shape the everyday lives of learners.

Our goal was to hear directly from teachers about how they navigate sexuality education and to explore ways to make it more effective.

Talking about sex at school

The 19 teachers came from eight public primary and secondary schools. They all taught the Life Orientation curriculum, a mandatory subject in South African schools, which covers life skills, sexuality education and HIV prevention for learners from grades 4 to 12 (ages 9 to 18). It
covers topics such as health and well-being, including sexuality education. Teachers are expected to deliver these lessons in an age-appropriate, participatory way.

Teachers told us they often struggle with this part of the curriculum. Talking about sex in the classroom is not straightforward. Some learners giggle, others stay silent, and some challenge the teacher’s authority. Teachers admitted that their own discomfort, shaped by cultural and religious beliefs, sometimes made it even harder to engage openly.

What the teachers said

During the workshop, teachers spoke candidly about the barriers they face.

  • Cultural and religious taboos: Many communities expect adults, especially women, not to discuss sex openly. Teachers worried about being judged by parents or community leaders if they spoke too frankly with learners. They are held back by cultural taboos, personal discomfort, and local realities – like families depending on relationships between girls and older men.

Traditional beliefs and stigma surrounding HIV in Limpopo make it hard for teachers, parents, and learners to talk openly
about prevention. Educators teaching Life Orientation are sometimes
referred to as thitshere wa u funza zwavhudzimu – “the teacher who teaches forbidden topics”. This silence allows myths and misunderstandings to persist.




Read more:
Let’s talk about sex education: race and shame in South Africa


  • Limited training and resource constraints: Teachers said they had not received
    sufficient preparation for teaching sexuality education. Some relied only on textbooks, which they felt did not address the realities learners face, such as early sexual debut, peer pressure, or access to social media.

Teachers often feel alone. Some said they had not received enough training or materials to teach about HIV, sexual health, or sensitive issues. Sexuality is still seen as a private matter in this cultural context.

When we were brought up, it was taboo to talk about sexuality with kids. Some
parents think we’re teaching forbidden things.

Some teachers have over 60 learners in a class, making it hard to give everyone attention. And, with learners speaking
different languages, some important messages get lost.

Videos, posters and teaching aids are rare. Teachers have to rely mostly on talking, which does not always work for difficult topics such as sexuality.

Despite these challenges, teachers also shared how they try to adapt. Some use storytelling, role play, or small group discussions to make learners more comfortable. Others bring in health professionals to talk about sensitive topics. These approaches, despite the challenges, can make lessons more engaging while respecting local norms and working with limited resources.

What teachers can do differently

During our workshops, teachers discussed what they believed would be effective ways to deliver culturally relevant sexuality education in rural schools.

1.) Small group discussions: Teachers felt that learners are more comfortable sharing in small groups.

Learners open up more and learn from each other.

2.) Drama and role play: They suggested that acting out real-life situations, such as handling peer pressure or supporting a friend with HIV, could make lessons more real and memorable.




Read more:
We used performing arts to map out gender violence in Sierra Leone. What we found


3.) Using videos: Short, simple videos made by the experts about HIV and relationships would help explain tough topics.




Read more:
Social media for sex education: South African teens explain how it would help them


4.) Demonstrations: They saw value in showing, not just telling, how to use condoms (male and female), for example, to build practical skills.

5.) Storytelling and case studies: Teachers believed that sharing stories, whether true or made up, would help learners connect lessons to their own lives.

Children remember stories better. They see themselves or their families in them.

6.) Peer teaching and games: They recommended letting learners or other teachers lead parts of the lesson, and using local games and songs to keep things fun and engaging.

These suggestions by the teachers match approaches used in successful sexuality
education programmes in South Africa and beyond.

Overall, the teachers’ ideas reflect proven strategies from other successful programmes and could be highly effective if adapted for rural Limpopo.

What teachers need

The Department of Basic Education reports that Life Orientation teachers receive sexuality education content during initial teacher training. The department has also developed scripted lesson plans to improve teacher confidence and curriculum consistency. In-service training is offered sporadically through
workshops linked to the Life Skills and HIV/AIDS Education Programme, but these sessions are not consistently available across all provinces, creating gaps in teacher preparedness.

Studies highlight that many Life Orientation teachers still feel under-prepared, especially when dealing with learners’ trauma or sexual violence. Many teachers rely on self-study, peer networks, and NGO-supported
programmes to strengthen their skills in sexuality education.




Read more:
Why sexuality education in schools needs a major overhaul


The teachers we spoke to wanted to know more about HIV, sexual health and new treatments. They needed to know how to support children who might not fit traditional gender roles. They asked for training in how to counsel and support learners facing problems. And they called for support from other teachers, principals, and the community.

Workshops like ours can help teachers build confidence, share strategies, and support each other. The teachers told us they valued the space to reflect on their own beliefs and to practise new approaches.

What’s clear is that teachers cannot carry the burden alone. Training programmes must equip them with practical tools, not just theory. Parents, community leaders and health workers need to be engaged too, so that sexuality education is reinforced beyond the classroom.

We’ll also be tracking how these methods affect learners’ knowledge, attitudes
and behaviour over time.

The Conversation

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

– ref. Talking about sex isn’t always easy for teachers in South Africa. Here’s what they told us – https://theconversation.com/talking-about-sex-isnt-always-easy-for-teachers-in-south-africa-heres-what-they-told-us-260462