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dc.contributor.authorWood, Lesley
dc.contributor.authorDe Lange, Naydene
dc.contributor.authorMkumbo, Kitila
dc.date.accessioned2016-01-22T09:38:07Z
dc.date.available2016-01-22T09:38:07Z
dc.date.issued2013
dc.identifier.citationWood, L. et al. 2013. Drawing AIDS: Tanzanian teachers picture the pandemic. Implications for re-curriculation of teacher education programmes. Perspectives in education, 31(2):1-13. [http://www.perspectives-in-education.com/]en_US
dc.identifier.issn0258-2236
dc.identifier.urihttp://hdl.handle.net/10394/16004
dc.identifier.urihttp://www.perspectives-in-education.com/
dc.description.abstractIn this article, we explain how we engaged teachers in creating their own representations of HIV and AIDS in Tanzania as a starting point for re-curriculation of the undergraduate teacher education programme. We employed a qualitative design, using visual methodologies, to encourage 29 in-service teachers to draw their perceptions about HIV and AIDS in Tanzania, and to explain their drawing in a short narrative. Thematic analysis of the drawings revealed that, while teachers are aware of the social injustices that fuel the pandemic, they do not envision themselves as having much influence for social change of learner attitudes and behaviour. The discussion of the findings, compared to and recontexualised by relevant literature, leads us to argue for the need to engage teachers in participatory research to find contextually appropriate ways to conceptualise and practise HIV and AIDS education. The recommendations we offer have relevance not only for Tanzania, but for the entire sub-Saharan African regionen_US
dc.language.isoenen_US
dc.publisherUFSen_US
dc.subjectHIV and AIDS educationen_US
dc.subjectresearch for social changeen_US
dc.subjectparticipatory researchen_US
dc.subjectcritical pedagogyen_US
dc.subjectvisual methodologiesen_US
dc.subjectteacher educationen_US
dc.subjectTanzaniaen_US
dc.titleDrawing AIDS: Tanzanian teachers picture the pandemic. Implications for re-curriculation of teacher education programmesen_US
dc.typeArticleen_US
dc.contributor.researchID21813965 - Wood, Lesley Angelina


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