
This compelling study, comprising of a sample of eight schools in three countries in sub-Saharan Africa Kenya, South Africa and Tanzania examines the sources, contents and processes of children´s community-based sexual knowledges and asks how these knowledges interact with AIDS education programmes in school. Old enough to know showcases the possibilities of consulting pupils using engaging, interactive and visual methods including digital still photography, mini-video documentaries, as well as interviews and observations. These innovative methods allow children to speak freely and openly in contexts where talking about sex to adults is a cultural taboo.
The study also sheds fresh light on teachers´ fears and struggles with a lack of training and limited opportunities for reflection on practice. It engages in dialogue with conflicting voices of community stakeholders who are both aware of the dangers faced by children living in a world with AIDS and who are also afraid of the many cultural, religious and moral restraints to sex education in Africa.
Product information
Tables and figures
Acknowledgements
Abbreviations and acronyms
Foreword
Old enough to know visual data: Photovoice
- HIV/AIDS, sub-Saharan Africa and education
AIDS in sub-Saharan Africa
The role of education
The nature of the response
This project and its aims - Consulting children and stakeholders through research
Aims and design of the study
Beginning the study Ethics, sampling and access
Data-collection activities and challenges
Learnings and limitations - Country context, education policies and AIDS education
Kenya
South Africa
Tanzania - A rapid ethnography of contexts and AIDS education
Rapid ethnography
Homes, communities and schools
The school as a context for HIV/AIDS education
Reflections on knowledge, power and pedagogy - Young people's in and out of school sexual knowledges
Methods and theories
Out-of-school sources and content of sexual knowledges
In-school sources and content of sexual knowledges
How contexts affect sexual knowledges A comparison - AIDS education in the classroom: Perceptions and dilemmas
Pupils' role plays
Teachers perceptions of their HIV/AIDS education practice
Community stakeholders' perceptions of HIV/AIDS education
Reflections on social space - Dialogues for change
Dialogue Its importance and process
Dialogue of actors
Varying discourses in the dialogues
Varying locations of power and agency
The possibility of change - Improving practice and effecting change
A summary of findings
Between innocence and exposure/empowerment
Beyond cultural impediments to learning
Back to Bernstein and consulting pupils
Conclusion
References
Appendices
Appendix 1: Research instruments
Appendix 2: Toolkit for change
Appendix 3: Informed consent (samples from South Africa)
Index
Notes on authors