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

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dc.creatorWood, L.
dc.creatorDe Lange, N.
dc.creatorMkumbo, Kitila A. K.
dc.date2016-03-09T11:45:07Z
dc.date2016-03-09T11:45:07Z
dc.date2013
dc.date.accessioned2018-04-18T11:50:02Z
dc.date.available2018-04-18T11:50:02Z
dc.description
dc.descriptionIn 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.identifierWood, 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.identifier0258-2236
dc.identifierhttp://hdl.handle.net/123456789/756
dc.identifier.urihttp://hdl.handle.net/123456789/10433
dc.languageen
dc.publisherPerspectives in Education
dc.subjectHIV and AIDS education
dc.subjectresearch for social change
dc.subjectparticipatory research
dc.subjectcritical pedagogy
dc.subjectvisual methodologies
dc.subjectteacher education
dc.subjectTanzania
dc.titleDrawing AIDS: Tanzanian Teachers Picture the Pandemic: Implications for Re-curriculation of Teacher Education Programmes
dc.typeJournal Article

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