Drawing AIDS: Tanzanian teachers picture the pandemic. Implications for re-curriculation of teacher education programmes

Authors

  • Lesley Wood North-West University
  • Naydene de Lange Nelson Mandela Metropolitan University
  • Kitila Mkumbo University of Dar Es Salaam

DOI:

https://doi.org/10.38140/pie.v31i2.1800

Keywords:

HIV and AIDS education, research for social change, participatory research, critical pedagogy, visual methodologies, teacher education, Tanzania

Abstract

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.

Downloads

Download data is not yet available.

##submission.downloads##

Published

2013-06-28

How to Cite

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. https://doi.org/10.38140/pie.v31i2.1800

Issue

Section

Research articles