Drawing AIDS: Tanzanian Teachers Picture the Pandemic: Implications for Re-curriculation of Teacher Education Programmes
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Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Perspectives in Education
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
Description
Keywords
HIV and AIDS education, research for social change, participatory research, critical pedagogy, visual methodologies, teacher education, Tanzania
Citation
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