'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2014
TITLE AUTHOR(S): D.Scott, A.Cooper, S.Swartz
KEYWORDS: CURRICULUM DEVELOPMENT, HIV/AIDS, TEACHER TRAINING
Print: HSRC Library: shelf number 8241
HANDLE: 20.500.11910/2384
URI: http://hdl.handle.net/20.500.11910/2384
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR) project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO) teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project's 'cascading participation' research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers' ability to facilitate social and educational change.-
Related Research Outputs:
- Can we use young people's knowledge to develop teachers and HIV-related education?
- Assessment of mathematics and science in Africa (AMASA)
- Teacher education issues: implementation of a new curriculum and language in education policy
- Opportunities & challenges for teacher education curriculum in South Africa
- Introduction
- Curriculum restructuring in context: 1994-2007
- From bureaucratic compliance to creating new knowledge: comparative patterns of curriculum change
- Mainstreaming of HIV/AIDS in the curriculum
- Using stimulated video-recall to identify teachers' classroom practices, perceptions and needs in implementing the mathematics curriculum at the intermediate phase
- Piloting of HIV module in teacher education faculties in the higher education institutions in South Africa
- Piloting of HIV module in teacher education faculties in the higher education institutions in South Africa: executive summary
- Exploring hybrid HIV/AIDS curriculum development through dialogue with pupils, teachers and community stakeholders
- Time for the next steps
- Impacts and interventions: the HIV/AIDS epidemic and the children of South Africa
- Children and HIV/AIDS
- Impacts and interventions: the HIV/AIDS epidemic and the children of South Africa
- Managing chronic diseases in less developed countries: healthy teamworking and patient partnership are just as important as adequate funding
- Nelson Mandela/HSRC study of HIV/AIDS: South African national HIV prevalence, behavioural risks and mass media: household survey 2002
- Sickness, death and poverty - our bequest to orphans
- Sex & risk: facilitator's manual: an HIV/AIDS risk reduction programme for tertiary level students