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Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers
Resource type
Journal Article
Author/contributor
- MacEntee, Katie (Author)
Title
Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers
Abstract
This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses.
Publication
Sex Education: Sexuality, Society and Learning
Volume
20
Issue
3
Pages
316-333
Date
2019
Language
English
ISSN
1468-1811, 1468-1811
Loc. in Archive
2396852077; EJ1246641
Extra
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396852077?accountid=9851
Citation
MacEntee, K. (2019). Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers. Sex Education: Sexuality, Society and Learning, 20(3), 316–333. https://doi.org/10.1080/14681811.2019.1661833
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