Can We Use Young People's Knowledge to Develop Teachers and HIV-Related Education?

Autor/inn/en	McLaughlin, Colleen; Swartz, Sharlene
Titel	Can We Use Young People's Knowledge to Develop Teachers and HIV-Related Education?
Quelle	In: Prospects: Quarterly Review of Comparative Education, 41 (2011) 3, S.429-444 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-011-9206-6
Schlagwörter	Acquired Immunodeficiency Syndrome (AIDS); Qualitative Research; Sexually Transmitted Diseases; Disabilities; Foreign Countries; Civil Rights; Access to Education; Health Education; Knowledge Level; Student Attitudes; Sex Education; Educational Improvement; Prevention; Poverty; Kenya; South Africa; Tanzania + Suchen Sie Ihr Suchwort? Qualitative Forschung; Sexual transmitted disease; Geschlechtskrankheit; Handicap; Behinderung; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Education; Access; Bildung; Zugang; Bildungszugang; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Wissensbasis; Schülerverhalten; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Teaching improvement; Unterrichtsentwicklung; Prävention; Vorbeugung; Armut; Kenia; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Tansania
Abstract	Despite recent progress in meeting the goals of the Education for All agenda, certain groups of young people are particularly vulnerable to exclusion and underachievement, including children with HIV/AIDS, children living in poverty, and children with disabilities. HIV/AIDS has reduced many young people's rights to access education, to live a full and healthy life, and to have a life as a child. This article focuses on attempts to continue to empower young people to protect themselves from HIV by exploring the dynamics around HIV-related education in schools, in particular by examining the role that young people's knowledge can play in improving curricula and thus reducing HIV/AIDS rates. The authors draw on qualitative research in a total of eight schools in Kenya, Tanzania, and South Africa. Preliminary findings suggest that pupil consultation and dialogue can be used to inform thinking on the curriculum for HIV education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10