Discursive Enactments of the World Health Organization's Policies: Competing Cultural Models in Tanzanian HIV/AIDS Prevention

Autor/in	Higgins, Christina
Titel	Discursive Enactments of the World Health Organization's Policies: Competing Cultural Models in Tanzanian HIV/AIDS Prevention
Quelle	In: Language Policy, 9 (2010) 1, S.65-85 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-009-9151-x
Schlagwörter	Acquired Immunodeficiency Syndrome (AIDS); Prevention; Public Health; International Organizations; Nongovernmental Organizations; Policy; Daily Living Skills; Behavior Change; Language Planning; Educational Practices; Foreign Countries; Tanzania + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Gesundheitswesen; International organisation; International organisations; International organization; Internationale Organisation; Politik; Alltagsfertigkeit; Sprachwechsel; Bildungspraxis; Ausland; Tansania
Abstract	In the healthcare arena, language policy-related research has thus far been limited to questions about "language access," i.e., whether individuals are supplied with health information in their languages, and whether interpreters for doctor-patient consultations are provided (Martinez 2008; Ngo-Metzger et al. 2003; Partida 2007; Vahabi 2007). This article seeks to expand this body of research by exploring how health policies and health literacies are languaged in HIV/AIDS educational sessions in Tanzania. Placing health literacies within a "multiliteracies" framework (Cope and Kalantzis 2000), I explore how international public health policies that inform HIV/AIDS education are articulated in educational sessions sponsored by a Tanzanian non-governmental organization (NGO). The article focuses on this NGO's implementation of the World Health Organization's Life Skills Education (LSE) curriculum, a set of ten skills that was designed to promote positive behavior change. Since the LSE curriculum is not designed specifically for Tanzanian target populations, it is important to understand how LSE global health literacies are discursively constructed and disseminated, and to investigate if they are deemed culturally appropriate at the local level. Using Gee's ("1990") concept of "cultural models," I draw on 4 months of fieldwork to interpret how NGO educators and audience members respond to the information in educational sessions. A close analysis of the interactions reveals tensions between the LSE global cultural model and the local cultural models articulated by the educators and the audiences. Suggestions for language policy and planning in HIV/AIDS education are discussed which incorporate local cultural models into educational practices. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10