LEADER 05253nam 2200637 450 001 9910829591803321 005 20230803023105.0 010 $a92-808-1179-7 010 $a1-920499-82-2 035 $a(CKB)2550000001196735 035 $a(EBL)2039647 035 $a(SSID)ssj0001083091 035 $a(PQKBManifestationID)12418983 035 $a(PQKBTitleCode)TC0001083091 035 $a(PQKBWorkID)11101493 035 $a(PQKB)10939312 035 $a(MiAaPQ)EBC2039647 035 $a(Au-PeEL)EBL2039647 035 $a(CaPaEBR)ebr11052741 035 $a(CaONFJC)MIL779899 035 $a(OCoLC)908671105 035 $a(EXLCZ)992550000001196735 100 $a20150522h20132013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aHIV/AIDS in Sub-Saharan Africa $eunderstanding the implications of culture & context /$feditors, Jean Baxen & Anders Breidlid 210 1$aClaremont, South Africa :$cUCT Press,$d2013. 210 4$dİ2013 215 $a1 online resource (161 p.) 300 $aDescription based upon print version of record. 311 $a1-919895-18-3 320 $aIncludes bibliographical references and index. 327 $aFront cover; Title page; Imprint page; Table of contents; Contributors; Acknowledgements; Foreword; Introduction; Part 1: Limitations in the Educational Research Agenda (1994 - 2005); Chapter 1: Researching HIV/AIDS and Education in Sub-Saharan Africa: Examining the Gaps and Challenges; Introduction; Research in education: Where is 'the gaze'?; Projective studies within sub-Saharan contexts; KAP studies on HIV/AIDS; Youth and HIV/AIDS; Knowledge of HIV/AIDS and reproductive health; Socioeconomic and cultural constraints; Teachers and HIV/AIDS; Studies on intervention and training programmes 327 $aContext, culture and HIV/AIDSDiscussion; Youth and HIV/AIDS; Teachers and HIV/AIDS; Context and culture and HIV/AIDS; Conclusion; Chapter 2: What Questions? HIV/AIDS Educational Research: Beyond More of the Same to Asking Different Epistemological Questions; Introduction; Schools as repositories of interventions and information about HIV/AIDS; Research questions in educational research on HIV/AIDS; Representation of disease in educational research on HIV/AIDS; Methodological frameworks in education research on HIV/AIDS; Conclusion 327 $aChapter 3: HIV/AIDS, Cultural Constraints and Educational Intervention StrategiesIntroduction; Cultural constraints in fighting HIV/AIDS; The Caldwell hypothesis; Sexual culture in Southern Africa; Sexual culture and ethnicity; Government policies; Awareness programmes and cultural appropriateness; HIV/AIDS and education; Intervention strategies; Conclusion; Part 2: Schools, Community, Culture and Context; Chapter 4: School Culture, Teacher Identity and HIV/AIDS; Introduction; Background and context; Methodology; Conceptions of culture and school culture; Main findings; Locating the schools 327 $aLocating the teachers: Teachers' beliefs, professional identity and reproduction of school culturesInfluence of school culture and teacher identity on the mediation of HIV/AIDS lessons; Reciprocity and the dialectic relationship between teachers and school culture; Conclusion; Chapter 5: Examining Religious Leaders' and Traditional Healers' Responses to HIV/AIDS in a Modern Community; Introduction; Methodology; Sampling; Methods of data collection; Sensitivity to the context; Theoretical framework; Main findings; Religion and the place and purpose of sex 327 $aViews on transmission, sexual behaviour and riskVulnerability and risk; Disease prevention strategies and religious beliefs; Discussion; Conclusion; Part 3: Youth, Identity, Sexuality and HIV/Aids; Chapter 6: Masculinising and Feminising Identities: Factors Shaping Primary School Learners' Sexual Identity Constructionin the Context of HIV/AIDS; Introduction; Methodology; Untitled; Methods of data collection; Sensitivity to the topic and working with children; Context of the children in the study; Conceptual framework; Main findings; Games children play; Socioeconomic environments 327 $aGendered nature of games 330 $aPopular understanding of the HIV/AIDS pandemic in Sub-Saharan Africa is riddled with contradiction and speculation. This is revealed in HIV/AIDS in Sub-Saharan Africa, which explores the various contexts in which debate about HIV/AIDS takes place and examines how the pandemic is perceived by scholars, religious leaders and traditional healers, among others - in communities in and around South Africa. Using a social theory lens, the book focuses on not only the cultural and contextual practices, but also the methodological and epistemological orientations around HIV/AIDS in education that shape 606 $aAIDS (Disease)$zAfrica 606 $aHIV infections$zAfrica 615 0$aAIDS (Disease) 615 0$aHIV infections 676 $a362.196/979200967 702 $aBaxen$b Jean$f1957- 702 $aBreidlid$b Anders$f1947- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910829591803321 996 $aHIV$93444506 997 $aUNINA