Journal Articles

What kind of respect is this? Shifting the mindset of teachers regarding cultural perspectives on HIV & AIDS

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In this article I attempt to answer the question, ‘How can I influence teachers to be able to contribute to changing social/cultural norms and practices that hamper effective HIV & AIDS education and prevention?’ There is a growing realization that HIV & AIDS education and prevention initiatives need to move away from trying to change the sexual behaviour of individuals towards addressing societal and cultural factors which promote rapid transmission of the virus. However, societal and cultural change has to start with helping individuals to imagine alternative ways of thinking and being. Teachers occupy a powerful position when it comes to changing mindsets and challenging norms, but they themselves have been shaped and influenced by their culture and may not, therefore, ‘see’ the need to question prevailing norms, and/or may be so constrained by these social and cultural forces that they are unable to do so. Following a values-based action research approach, I describe how I adopted emancipatory pedagogies in an attempt to influence teachers to develop their own theories of practice with regard to HIV & AIDS prevention and education in their specific cultures. As validation of my claims to having contributed to the development of educational theories about HIV & AIDS prevention and education, I invite the reader to evaluate my narrative against specific criteria. I also present my educational value of respect as a living standard of judgement.

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Detail Information

Series Title

Action Research

Call Number

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Publisher

Thousand Oaks, CA : Sage Publication., 2009

Collation

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Language

English

ISBN/ISSN

14767503

Classification

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Content Type

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Media Type

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Carrier Type

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Edition

Vol. 7, No. 4, December 2009. pp. 405-422

Subject(s)

living theory
Emancipatory pedagogy
HIV & AIDS education
Values-based action research
What kind of respect is this

Specific Detail Info

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Statement of Responsibility

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