Problematizing official narratives of HIV and AIDS education in Scotland and Zimbabwe.

IF 0.9 4区 医学 Q4 HEALTH POLICY & SERVICES Sahara J-Journal of Social Aspects of Hiv-Aids Pub Date : 2017-12-01 DOI:10.1080/17290376.2017.1394908
Tarsisio Nyatsanza, Lesley Wood
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引用次数: 9

Abstract

When human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) are framed within an intersectional approach, they have the potential to transform understandings of social justice within the curriculum and education policy and practice in general. Yet, this transformative potential is often hampered by official narratives that fail to position HIV and AIDS as an integral component of overlapping systems of oppression, domination and discrimination. This article explores how official HIV and AIDS narratives tend to promote systemic injustice and inequality within education policy and practice in both Scotland and Zimbabwe, despite their good intents. We frame our argument within a transformative education discourse which seeks to create participatory and emancipatory HIV-related messages at school, tertiary and community levels. Using a narrative enquiry design, a Foucauldian theoretical lens was used to analyse the narratives derived from key informant responses, supplemented by analysis of key documents that deal with HIV and AIDS in both Scotland and Zimbabwe. Four broad narratives emerged: the 'Gay' Narrative; the Migration Narrative; the Conspiracy Narrative; and the Religious Narrative. We discuss how each of these narratives entrench stigma across both developed and developing world contexts, and propose how a more intersectional interpretation would contribute to a deeper and less stigmatizing understanding of HIV, thus offering more useful insights into related policy and educational practices. This article will thus contribute to the growing body of intersectional HIV and AIDS knowledge that is relevant for schools, teacher education, public health and community settings, not only in the countries studied, but the world over.

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质疑苏格兰和津巴布韦关于艾滋病毒和艾滋病教育的官方叙述。
如果将人体免疫机能丧失病毒(艾滋病毒)和获得性免疫机能丧失综合症(艾滋病)放在一个交叉的方法框架内,它们就有可能在课程和教育政策及一般做法中改变对社会正义的理解。然而,这种变革潜力往往受到官方叙述的阻碍,这些叙述未能将艾滋病毒和艾滋病定位为压迫、统治和歧视重叠系统的一个组成部分。这篇文章探讨了在苏格兰和津巴布韦,官方的HIV和AIDS叙述如何倾向于在教育政策和实践中促进系统性的不公正和不平等,尽管他们的意图是好的。我们将我们的论点建立在一个变革性的教育话语框架内,该话语旨在在学校、高等教育和社区层面创造参与性和解放性的艾滋病毒相关信息。采用叙事探究设计,采用福柯式理论视角来分析主要信息提供者回答的叙述,并辅以对苏格兰和津巴布韦处理艾滋病毒和艾滋病的关键文件的分析。出现了四种大致的叙事:“同性恋”叙事;移民叙事;阴谋叙事;以及宗教叙事。我们讨论了这些叙述如何在发达国家和发展中国家背景下巩固耻辱,并提出了一种更交叉的解释如何有助于更深入、更少污名化地理解艾滋病毒,从而为相关政策和教育实践提供更有用的见解。因此,本文将有助于积累越来越多的艾滋病毒和艾滋病交叉知识,这些知识不仅与所研究的国家,而且与全世界的学校、教师教育、公共卫生和社区环境有关。
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来源期刊
CiteScore
2.00
自引率
0.00%
发文量
3
审稿时长
40 weeks
期刊介绍: The journal publishes contributions in English and French from all fields of social aspects of HIV/AIDS (care, support, behaviour change, behavioural surveillance, counselling, impact, mitigation, stigma, discrimination, prevention, treatment, adherence, culture, faith-based approaches, evidence-based intervention, health communication, structural and environmental intervention, financing, policy, media, etc).
期刊最新文献
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