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Drawing AIDS: Tanzanian Teachers Picture the Pandemic: Implications for Re-curriculation of Teacher Education Programmes

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dc.creator Wood, L.
dc.creator De Lange, N.
dc.creator Mkumbo, Kitila A. K.
dc.date 2016-03-09T11:45:07Z
dc.date 2016-03-09T11:45:07Z
dc.date 2013
dc.date.accessioned 2018-04-18T11:50:02Z
dc.date.available 2018-04-18T11:50:02Z
dc.identifier Wood, L., de Lange, N. & Mkumbo, K. (2013). Drawing AIDS: Tanzanian teachers picture the pandemic: Implications for re-curriculation of teacher education programmes. Perspectives in Education, 31 (2), 1-13
dc.identifier 0258-2236
dc.identifier http://hdl.handle.net/123456789/756
dc.identifier.uri http://hdl.handle.net/123456789/10433
dc.description
dc.description In 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 region
dc.language en
dc.publisher Perspectives in Education
dc.subject HIV and AIDS education
dc.subject research for social change
dc.subject participatory research
dc.subject critical pedagogy
dc.subject visual methodologies
dc.subject teacher education
dc.subject Tanzania
dc.title Drawing AIDS: Tanzanian Teachers Picture the Pandemic: Implications for Re-curriculation of Teacher Education Programmes
dc.type Journal Article


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