What Can a Teacher Do with a Cellphone? Using Participatory Visual Research to Speak Back in Addressing HIV & AIDS

Autor/inn/en	Mitchell, Claudia; de Lange, Naydene
Titel	What Can a Teacher Do with a Cellphone? Using Participatory Visual Research to Speak Back in Addressing HIV & AIDS
Quelle	In: South African Journal of Education, 33 (2013) 4, Artikel 833 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Telecommunications; Handheld Devices; Acquired Immunodeficiency Syndrome (AIDS); Teaching Methods; Educational Technology; Technology Uses in Education; Rural Schools; Films; Health Behavior; Sex Education; Social Change; Faculty Development; Workshops; Sexually Transmitted Diseases; South Africa + Suchen Sie Ihr Suchwort? Ausland; Telekommunikationstechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Film; Health behaviour; Gesundheitsverhalten; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sozialer Wandel; Lernwerkstatt; Schulung; Sexual transmitted disease; Geschlechtskrankheit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The ubiquity of cellphones in South Africa, a country ravaged by HIV and AIDS, makes cellphones an easily accessible tool to use in participatory approaches to addressing HIV (Human Immunodeficiency Virus) and AIDS (Acquired Immunodeficiency Syndrome)issues, particularly in school contexts. In this article we explore a participatory visual approach undertaken with a group of rural teachers, to uncover and address HIV and AIDS related issues. Drawing on our experience in using participatory video, we used cellphones to produce cellphilms about youth and risk in the context of HIV and AIDS. Noting that the teachers brought highly didactic and moralistic tones into the cellphilms, we devised a "speaking back" approach to encourage reflection and an adjustment to their approaches when addressing HIV and AIDS issues with learners. We draw on the example of condom use in one cellphilm to demonstrate how a "speaking back" pedagogy can encourage reflection and participatory analysis, and contribute to deepening an understanding of how teachers might work with youth and risk in the context of HIV and AIDS. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01