Participatory Visual Methods and School-Based Responses to HIV in Rural South Africa: Insights from Youth, Preservice and Inservice Teachers

Autor/in	MacEntee, Katie
Titel	Participatory Visual Methods and School-Based Responses to HIV in Rural South Africa: Insights from Youth, Preservice and Inservice Teachers
Quelle	In: Sex Education: Sexuality, Society and Learning, 20 (2020) 3, S.316-333 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2019.1661833
Schlagwörter	Foreign Countries; Acquired Immunodeficiency Syndrome (AIDS); Teacher Attitudes; Student Attitudes; Preservice Teachers; Rural Schools; Sex Education; Health Education; Teaching Methods; Disadvantaged Schools; Educational Resources; Visual Aids; Media Selection; Secondary School Students; Story Telling; Photography; South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Schülerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Anschauungsmaterial; Medienwahl; Sekundarschüler; Fotografie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01