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1.
This paper describes current trends in the HIV/AIDS epidemic. It looks at issues and strategies involved in educating women about HIV/AIDS in the context of the global pandemic, focusing particularly on Canada and Vietnam. These strategies are essential steps in preventing the spread of HIV and in caring for those who have already developed AIDS. The strategies identified include the formulation of public policy within Canada, Vietnam, and the UK which would strive to eliminate inequality and discrimination, while at the same time positioning HIV/AIDS education within a gender‐sensitive perspective. Other educational strategies include teaching women how to practise negotiated safety while understanding the power dynamics within which safer sex must occur, being sensitive to local cultures and moving away from individualistic programmes towards programmes that focus on structural inequalities. 相似文献
2.
L.A. Gray R.P. Devadas O. Vijayalakshmi G. Kamalanathan 《International journal for the advancement of counseling》1999,21(3):207-219
The purpose of the study was to determine the attitudes of Hindu students from a government women's college of South India toward people with AIDS, to assess their beliefs about HIV/AIDS, to determine their knowledge level about HIV/AIDS and to determine how they gain information about HIV/AIDS. The sample consisted of four hundred female students at a government funded Women's University in Southern India who participated in an AIDS survey research project. Participants completed a survey asking about their knowledge, attitudes and beliefs about HIV/AIDS. Results indicated that a majority of the participants learned about HIV/AIDS from reading material while some learned about HIV/AIDS from school classes, and only a few learned from family members. Thirty-nine percent had never communicated to any one about HIV/AIDS. The results indicated that the majority of Indian women in this study did not know about explicit sexual behaviors which transmit the virus. The study also showed that those Indian women university students, by and large, are accepting of people with AIDS but still have fears of getting HIV/AIDS. This data suggest a need to increase educational efforts at the university. It was suggested that counselors take responsibility for helping this population of Indian women become self advocates, particularly in a society which permits men to have multiple sexual relationships. Educators and counselors working with this population must initiate programs that impart accurate and specific knowledge to these female college students and begin to address the multiple psychosocial issues related to HIV/AIDS. 相似文献
3.
《The Journal of educational research》2012,105(4):312-325
ABSTRACTRecently, conceptual change research has been experiencing a warming trend (G. M. Sinatra, 2005) whereby motivational and affective factors are being explored in the conceptual change process. The purpose of this study is to explore the 2 × 2 framework of achievement goal theory in relation to students’ conceptual change learning for a specific topic in biology, HIV/AIDS. The authors hypothesized that those with approach goals (mastery approach and performance approach) would demonstrate greater posttest conceptual change in their understanding of HIV/AIDS than those with avoidance goals. Participants were 206 undergraduates in introductory-level college biology courses. Participants were provided a 1,004-word HIV/AIDS text and were pre- and posttested on their conceptual knowledge of HIV/AIDS. Results of an analysis of covariance indicated that approach-oriented students demonstrated greater conceptual HIV/AIDS change at posttest than avoidance-oriented students. Results are discussed in light of the warming trend and achievement goal theory. 相似文献
4.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media
campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS
has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions
of the disease, based on these media messages influence students’ development of conceptual understanding of the disease,
its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the
indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual
change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions
on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools:
girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology
lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned.
These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews.
Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications
for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with
the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what
is happening now—insensitivity to misconceptions about the disease—is needed. 相似文献
5.
Research was undertaken to assess the role of primary school teachers with regard to the prevention and control of HIV/AIDS in Nigeria. Structured and semi‐structured questionnaires were responded to by 210 teachers drawn from primary schools in Eastern Nigeria (with pupils aged 6–15 years). These were supplemented by focus group discussions and key informant interviews. The findings show that the teachers have a reasonably high knowledge of the modes of HIV transmission, the behavioural risk factors and modes of prevention. The teachers, however, are reluctant to teach this because of socio‐cultural and religious factors, lack of teacher training in delivery of sex education as well as poor motivation. The motivation and participation of primary school teachers in the prevention of HIV in Nigeria are very low. This calls for serious and urgent policy intervention to remedy the situation and increase the role of primary school teachers in combating the spread of HIV/AIDS in Nigeria. 相似文献
6.
This paper reports on a mainly qualitative study into company strategies for HIV/AIDS information, education and communication (IEC) strategies in the Botswana workplace. The authors argue that HIV/AIDS awareness and prevention strategies in Botswana need a new approach. The research proposal hypothesized that IEC strategies need to take account of adult education theory that promotes the active involvement of learners in developing their own curriculum. It also proposed that an Africa‐centric gender perspective should be incorporated into future IEC materials. That is, the particular cultural position of women and their vulnerability to HIV/AIDS infection in Botswana needs to be theorized as an issue of power. Integrated with this issue is the argument that it is not always appropriate to try to persuade women to take the initiative in preventing infection when culturally they have no power to do so. The paper therefore critiques some of the adult education and feminist arguments for empowerment that do not take account of existing male power positions within the Botswana social framework. Using new educational material that derived from the research findings the authors argue for a dual strategy towards behavioural change; one that takes account of the current health crisis, but also one which uses a radical pedagogical approach that engages with ‘where people are at’. 相似文献
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Close to one and a half million Kenyans reportedly live with HIV/AIDS. Using qualitative in-depth interviews this study explores the ways in which parents living with HIV/AIDS navigate their social and economic environment to provide educational opportunities for their children. Barriers identified include the economic costs of a free primary education, and the emotional implications of living in an HIV affected household. Respondents demonstrate a persistent utilization of internal and external resources in navigating these barriers. These findings support family economic interventions that enable parents guarantee an educational future for their children. 相似文献
9.
This research investigated the incidence of HIV/AIDS anxiety among students in Botswana. The sample comprised 240 randomly
selected students from six schools in three districts in Botswana, with data collected via a questionnaire. Percentages and
Chi-square were used to analyze the extent to which the students were anxious about HIV/AIDS and if there was a significant
gender difference in this regard. Findings showed that the students were anxious on several fronts about HIV/AIDS; specifically
that they and their relations might contract the virus and that they might lose family members. There was gender difference
in terms of anxiety about the possibility that relations might become infected. The role of the counsellor in reducing HIV/AIDS
anxiety among students in communities living with HIV/AIDS is discussed. 相似文献
10.
HIV/AIDS knowledge, attitudes, and risk-behaviors among African-American and Caribbean college women 总被引：2，自引：0，他引：2
Kisha Braithwaite Veronica G. Thomas 《International journal for the advancement of counseling》2001,23(2):115-129
The HIV/AIDS knowledge, attitudes, and sexualrisk-taking behaviors of a sample ofAfrican-American and Caribbean college wereinvestigated. The study also explored therelationship between the women's self-esteem,self-efficacy, sexual communication, andreligiosity and their HIV knowledge, attitudes,and risk behaviors. Findings revealed thatwhile both groups of women were fairlyknowledgeable about HIV/AIDS transmission andprevention, their sexual risk-taking behaviorswere still relatively high. TheAfrican-American women were more knowledgeableabout HIV/AIDS than were the Caribbean women. Also, the African-American women engaged insignificantly fewer sexual risk-takingbehaviors than their Caribbean femalecounterparts. No significant cultural groupdifferences emerged on attitudes towardHIV/AIDS as a disease, HIV infected persons,and AIDS-related issues. A number ofsignificant correlations were found. The studyconcludes that HIV/AIDS counseling andprevention approaches that are ethnic,cultural, and gender appropriate are vital forincreasing both cognitive and behavioralchanges in culturally diverse young women. 相似文献
11.
Kathleen Boyce Rodgers Prisca Tarimo Jenifer K. McGuire Marcelo Diversi 《Sex education》2018,18(6):626-639
In Tanzania, young women aged 15–24 are at high risk for HIV and nearly half (45%) of women experience pregnancy or childbirth before age 19. The HIV epidemic has motivated many parents to overcome cultural taboos and talk with their children about sexuality, but few studies in Tanzania have examined how young adults perceive these discussions. In-depth interviews with 31 Tanzanian college women (ages 18–25) reveal how they make sense of sexuality messages from mothers that are sometimes vague, admonishing and fear-based. Participants identified how mothers focused on the health, educational and social consequences of premarital sex and emphasised the avoidance of men as a strategy to maintain virginity. Mothers avoided providing specific information about safer-sex practices, or strategies to negotiate romantic relationships, sexual pressures or sexual desires. Findings offer insight into how relational and cultural contexts influence mothers’ sexual socialisation and can inform education and intervention approaches that consider the changing cultural landscape. Future qualitative research with mothers is recommended to develop programmes that are more responsive to mothers’ and daughters’ needs. 相似文献
12.
HIV and AIDS infections are becoming an increasing problem all over the world. The education systems of developing countries are particularly burdened with the increased occurrence of the disease among children. The central nervous system is one of the major are as of the body that HIV/AIDS affects. Because scholastic performance is linked closely to the functioning of the brain, it is important to know which areas of the brain are affected by the virus and how the illness manifests, in order to provide an appropriate educational programme for these children. By understanding the weaknesses of HIV/AIDS children within the educational system, educators can focus on their strengths in order to provide these children with a well-structured and effective education. In this article, two researchers from the University of Pretoria, Dr Drienie (H) Naudé, Professor of Educational Psychology, and Dr Resia (E) Pretorius, senior lecturer in the Department of Anatomy, suggest that the receptive language abilities of children with AIDS and HIV infection might be less affected than their expressive and non-verbal skills. From this information, the authors propose an instructional delivery framework for children with HIV/AIDS. Specific recommendations focus on reading, arithmetic/mathematics, handwriting instruction and the use of computers. The aims of this programme are to assist teachers who might be confronted with the learning needs of children with HIV/AIDS and to promote a multidisciplinary approach to understanding the educational needs of this growing population of children. 相似文献
13.
Elizabeth Lagone Sanyukta Mathur Neema Nakyanjo Fred Nalugoda John Santelli 《Sex education》2014,14(5):556-567
Uganda is recognised as an early success story in the HIV epidemic at least in part due to an open and vigorous national dialogue about HIV prevention. This study examined the national discourse about HIV, AIDS, and young people in New Vision, Uganda's leading national newspaper between 1996 and 2011, building from a previous archival analysis of New Vision reporting by Kirby (1986–1995). We examined the continuing evolution in the public discourse in Uganda, focusing on reporting about young people. An increase in reporting on HIV and AIDS occurred after 2003, as antiretroviral treatment was becoming available. While the emphasis in newspaper reporting about adults and the population at large evolved to reflect the development of new HIV treatment and prevention methods, the majority of the articles focused on young people did not change. Articles about young people continued to emphasise HIV acquisition due to early and premarital sexual activity and the need for social support services for children affected by HIV and AIDS. Articles often did not report on the complex social conditions that shape HIV-related risk among young people, or address young people who are sexually active, married, and/or HIV-infected. With HIV prevalence now increasing among young people and adults in Uganda, greater attention to HIV prevention is needed. 相似文献
14.
15.
AbstractEducation is an indispensable tool for total economic emancipation in Africa and elsewhere. Thus, it is a great cause for concern that teachers, who are the main drivers of education, are so strongly affected by HIV/AIDS. A large part of the profound impact of HIV/AIDS is felt in education and threatens the quality of education. The study reported on examined how principals are managing the challenges caused by absenteeism among teachers living with HIV/AIDS. A narrative inquiry design situated in the qualitative research approach was used together with narrative interviews to elicit qualitative data. The study was embedded within the social constructivist paradigm. Transformational leadership and ethics of care formed the theoretical framework of the study. The qualitative content analysis was used to analyse the data. The key findings reveal how principals maintain quality of instructional effectiveness through substituting sick and absent teachers using a relief system. They also support, empower and advise teachers. Principals should be provided with support from the Department of Education (DoE) to replace teachers timeously before teaching and learning are disrupted. 相似文献
16.
HIV/AIDS can no longer be regarded solely as a public health issue as its impact extends well into all spheres of life, sectors of society and levels of the education system. This paper argues that not only is it paramount to draw on children's understanding of the impact of AIDS on their lives, but it is equally important to draw on their solutions in order to foster their agency. Using the ‘draw and write’ methods, this research explores children's perception of the impact of HIV/AIDS and their understanding of the capabilities needed in order for them to become active change agents. The findings indicate that short-term intervention programmes are insufficient in curbing the HIV trends and in mitigating its impact. The authors argue that there is now a paramount need to re-evaluate the role and goal of education to allow it to serve as a prophylaxis for HIV/AIDS. 相似文献
17.
With the increased occurrence of HIV and AIDS among children, the education system of countries is particularly burdened as these children survive into adulthood and beyond, as anti-retroviral regimens are increasingly effective in prolonging life. One of the most challenging problems presented to educators, when confronted with the growing HIV/AIDS school population, is the planning of education programmes based on these children's information-processing strengths, but also taking into account HIV/AIDS related cognitive restraints. An education-focused response to the HIV/AIDS pandemic requires a clear understanding of medical and neuropsychological effects of HIV/AIDS-related illness on cognition and residual learning difficulties, as well as a clear understanding of the educational needs of these learners. The impact of medical conditions such as HIV encephalopathy or encephalitis (also know as the AIDS dementia complex), subcortical dementia, cranial calcifications, non-Hodgkin's lymphomas (NHL), cerebrovascular disease, progressive multifocal leucoencephalopathy (PML), white matter disease, toxoplasmosis, syphilis, meningitis and ophthalmic problems leading to educational difficulties are discussed. From this information we propose an instructional delivery framework for children with HIV/AIDS and argue the importance of addressing the educational needs of this growing population of children. A broad multidisciplinary approach is essential if we are to understand the complexity of the pandemic and respond to it. 相似文献
18.
文章在以云南省艾滋病人口分性别进行研究的基础上，提出基于女性性别脆弱性的艾滋病防治对策，对于减少女性人口在面对艾滋病时的脆弱性，提高艾滋病防治的效率具有重要的意义。 相似文献
19.
In this article, we examine a set of 26 children’s books on HIV/AIDS published between 1989–1999 to identify the ways in which
these texts construct HIV/AIDS and people living with HIV/AIDS. We explore how this marginalized group is depicted in these
books, and how well-meaning teachers may in fact be reproducing dominant discourses about HIV/AIDS in their curricula. In
this article we focus, in particular, on how the discourses connected to public health, medicine, and secrecy (as a discourse
across many institutions) are filtered to children and take part in constructing their beliefs and assumptions about HIV/AIDS.
We illustrate our argument with examples from the books and show why teachers need to know how to analyze texts they select
for their curricula so as to read books about HIV/AIDS critically in the classroom.
Megan Blumenreich is Assistant Professor of Childhood Education at The City College of New York, City University of New York.
Her research interests focus on urban schooling, poststructuralist approaches to qualitative research, and teacher education.
She is the coauthor of The Power of Questions: A Guide to Teacher and Student Research (Heineman, 2005).
Marjorie Siegel is Associate Professor and Chair of the Department of Curriculum and Teaching at Teachers College, Columbia
University. Her research interests include transmediation and multimodality in literacy education, content area literacies,
and literacies and technologies. She is the coauthor of Reading Counts: Expanding the role of reading in mathematics classrooms (Teachers College, 2000).
M. Himley, “Teaching the rhetoric of AIDS: Blurring the boundaries.” 相似文献
20.
Faith Hill 《Research in Science Education》1995,25(2):231-238
This paper focuses on the provision of HIV/AIDS education for 16–19 year olds in colleges of further education and offers
both qualitative and quantitative insights into the English approach to HIV/AIDS education for this age group. It outlines
the findings from two pieces of research conducted in England by the Health Education Authority 16–19 HIV/AIDS Project. 相似文献