Show simple item record Gudyanga, Ephias Gudyanga, Anna Wadesango, Newman 2023-11-02T06:42:01Z 2023-11-02T06:42:01Z 2022
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.description Journal article published in African Perspectives of Research in Teaching & Learning Journal (APORTAL) Vol 6 (2) (2022) en_US
dc.description.abstract The study focused on teaching sexuality education in the HIV and AIDS education curriculum in high schools. In spite of the importance of HIV and AIDS education in preventing HIV infections, Guidance and Counseling (G&C) teachers are not engaging optimally with the current curriculum, and hence, they are not serving the needs of the learners in the context of the HIV and AIDS pandemic. Situated within a qualitative research design, and informed by a critical paradigm, we used participatory visual methodology, with drawing and focus group discussion as methods for data generation. Eight female G&C urban secondary school teachers, purposively selected, comprised the sample of participants. Thematic analysis was used to analyse the data. The findings revealed that the G&C teachers have an understanding of the curriculum and made their voices heard on how it is to be taught. Even though they were enthusiastic to teach sexuality education - in the age of HIV and AIDS they became aware that their system of education did not appear to optimally support their work. They understood that the participatory visual methodology could enable them to teach their current G&C curriculum. They, furthermore, could reflect on themselves, the context in which they taught their sexuality education, work and learn from each other. In this way, their agency seemed to have been enabled to address the challenges and consider how they could teach sexuality education in their schools. Drawing on Cultural Historical Activity Theory, we conclude that the G&C teachers could be enabled to teach sexuality education if the three Activity Systems, namely the G&C teachers, the school system, and the community, work together as one Activity System, engaging with each other in a generative way focused on the same outcome. en_US
dc.format.extent 26 pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject Cultural Historical Activity Theory en_US
dc.subject Guidance en_US
dc.subject Counseling en_US
dc.subject HIV and AIDS en_US
dc.subject Participatory visual methodology en_US
dc.subject Sexuality education en_US
dc.subject Critical theory en_US
dc.subject.lcsh AIDS (Disease) en_US
dc.subject.lcsh HIV (Viruses) en_US
dc.subject.lcsh Sex instruction en_US
dc.subject.lcsh Counseling in secondary education en_US
dc.subject.lcsh Educational counseling en_US
dc.subject.lcsh Teachers en_US
dc.title Teaching sexuality education in the HIV and AIDS education curriculum : the voices of high school guidance and counselling teachers en_US
dc.type Article en_US

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