'Cascading Participation' and the Role of Teachers in a Collaborative HIV and Aids Curriculum Development Project
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| Title: | 'Cascading Participation' and the Role of Teachers in a Collaborative HIV and Aids Curriculum Development Project |
|---|---|
| Language: | English |
| Authors: | Scott, Duncan, Cooper, Adam, Swartz, Sharlene |
| Source: | South African Journal of Education. 2014 34(2). |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 6 Intermediate Grades Middle Schools Elementary Education |
| Descriptors: | Grade 6, Elementary School Teachers, Foreign Countries, Sex Education, Sexuality, Acquired Immunodeficiency Syndrome (AIDS), Teaching Methods, Curriculum Development, Cooperative Planning, Teacher Role, Parent Participation, Specialists, Participatory Research, Action Research, Focus Groups, Observation, Semi Structured Interviews, Barriers, Qualitative Research, Statistical Analysis |
| Geographic Terms: | South Africa |
| ISSN: | 0256-0100 |
| Abstract: | This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR) project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO) teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project's "cascading participation" research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers' ability to facilitate social and educational change. |
| Abstractor: | As Provided |
| Number of References: | 24 |
| Entry Date: | 2017 |
| Accession Number: | EJ1137378 |
| Database: | ERIC |
| Abstract: | This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR) project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO) teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project's "cascading participation" research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers' ability to facilitate social and educational change. |
|---|---|
| ISSN: | 0256-0100 |
