Annual Report HIV and AIDS Education Research Chair 2011

Faculty of Education
Guiding tomorrow
Annual Report
HIV and AIDS Education
Research Chair
2011
The role of the Chair is to provide academic leadership, conduct research, publish, supervise postgraduate students,
ensure academic engagement and facilitate learning processes within the field of HIV and AIDS.

Annual Report
HIV and AIDS Education Research Chair 2011

Contents
1. Hiv and aids education research
chair
2. Advisory committee
3. Democratising research and
contributing to social change
4. HIV AND AIDS EDUCATION COMMUNITY
OF PRACTICE
5. Unit for visual methodologies for
social change
6. Research and engagement projects
6.1 Overview of current projects
6.2 Proposals submitted for funding
7. Publications
7.1 Edited book
7.2 Chapters published
7.3 Chapters accepted for publication
7.4 Article published in accredited journal
7.5 Articles accepted for publication in
accredited journals
8. Conference participation
9. South-south collaboration
10. Collaboration between nmmu,
mcgill university and ukzn
11. Visual participatory workshop
12. Post-graduate students
12.1 Doctoral students
12.2 Post-doctoral fellow
13. Getting tested
14. Acknowledgements
15. Appendices
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Annual Report
HIV and AIDS Education Research Chair 2011
Figures
Figure 1
Figure 2
Figure 3
Figure 4 &5
Figure 6
Figure 7
Figure 8
Figure 9
Figure 10
Figure 11
Figure 12
Figure 13
Figure 14
Figure 15
Figure 16
Figure 17
learning to use photovoice
A publication of the Community of Practice
The wall of hands created by conference delegates
Two examples made by delegates at the SAHARA conference
Theo Citwa and learners from Colleen Glen Farm School
after participating at the SAHARA conference
Prof Mitchell (from Canada) knew how to scrape the ice from the windscreen of our car
before driving to the workshop
A group of teachers discussing the ‘Safe School Indicator’
Community health workers working to ‘Stop Abuse’
The web interface of the Digitizing Data website, hosted by Digital Imaging
South Africa (DISA)
Dr Liebetrau (DISA) and some of the researchers participating in the discussion of the
digital archive
A group of young academics engaged in creating a story board
Picturing hope, a book about photovoice, handed to Euthalia Nyirabega, MP,
Republic of Rwanda
Mathabo working with the photographs and the teachers
The book, Mrs Dube (Deputy Principal) and Naydene, Mr Nkambule (Principal)
Some of the delegates at the Envisioning Africa without AIDS conference
Naydene getting tested at the NMMU campus clinic
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1. HIV and AIDS Education Research Chair
The HIV and AIDS Education Research Chair is an initiative of the Faculty of Education at the Nelson Mandela
Metropolitan University (NMMU). The HIV and AIDS Education Research Chair aims to promote research and
engagement within educational settings in general and within poor communities in particular. The role of
the Chair is to provide academic leadership, conduct research, publish, supervise postgraduate students,
ensure academic engagement and facilitate learning processes within the field of HIV and AIDS. An advisory
committee supports the Chair in providing strategic advice on the research programme. The second year has
been exciting, enabling consolidation of work undertaken in the first year, while opening up opportunities
for several new initiatives in the field of HIV and AIDS Education.
(See website, http://www.nmmu.ac.za/RCE). The report highlights the conceptual framework of the research
and engagement, and then report on the research and engagement activities, i.e. the work of the HIV and
AIDS Education Community of Practice, the research projects and the conference papers and publications
emanating from them, conferences and workshops hosted, and the successes of the postgraduate students.
2. Advisory Committee
The following people offered their time and expertise to the Chair:
} Prof. Thoko Mayekiso, DVC (Research & Engagement)
} Prof. Denise Zinn, Executive Dean of Faculty of Education, NMMU
} Prof. Paul Webb, Director of Centre for Teaching, Research, Technology and Innovation (CERTI)
} Dr Pieter van Breda, Research Management, Director
} Dr Jill von der Marwitz, HIV and AIDS Unit, Senior Researcher
} Dr Ramneek Ahluwalia, Programme Head of HEAIDS, HESA
} Prof. Claudia Mitchell, James McGill Prof, Visual Arts-based Methodologies, HIV and AIDS, and
Social Change, McGill University, Canada
} Ms Nokhanyo Mayaba, HIV and AIDS specialist, Education, NMMU
} Ms Bernie Dolley, Ikhala Trust, Director
Advisory committee meetings were held, one in February and one in August, with a special advisory
committee meeting in May, to discuss possible future scenarios of the Chair.
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Annual Report
HIV and AIDS Education Research Chair 2011
3. democratising research and
contributing to social change
Addressing HIV and AIDS in South Africa could be seen as having had an about-turn with the government’s
new invigorated approach to addressing the epidemic. Such an about-turn should be augmented and
accelerated through the core business of universities, i.e. teaching, research and engagement. Research
in particular, has a key role to play in contributing to knowledge production, but also to social change, by
locating social science research more often in a participatory paradigm, which has a social change agenda.
Engaging, for example, in visual participatory research, with the participants themselves determining the
focus of the research, shaping the research process, making their voices heard, envisaging relevant solutions
to their problems and taking up their own agency, could contribute to social change. Social science research
then not only produces knowledge, but also contributes to making a difference, especially in the lives of
the people in the communities we as universities serve. In doing so, we can “democratize” research and
contribute to transformation in South Africa in the age of AIDS. This conceptual framework underpins the
research of the Chair and is in line with what the new Charter for Humanities and Social Sciences (DHET,
2011) proposes.
4. HIV AND AIDS EDUCATION COMMUNITY OF PRACTICE
The HIV and AIDS Education Community of Practice comes out of the recommendations of the HIV and AIDS
in Teacher Education Pilot Project (HEAIDS, 2010) and is supported by the HEAIDS Programme under the
auspices of Higher Education South Africa. The Community of Practice was launched in 2010 at the HIV and
AIDS Education Symposium hosted by the Chair at NMMU. Membership is open to all South African Higher
Education Institutions (HEI) who have Education faculties or departments or include teacher education in
their work. A Steering Committee forms the management structure of the HIV and AIDS Education COP (Prof
De Lange - NMMU, Prof Mitchell - McGill University, Prof Theron - NWU, Prof Moletsane - UKZN, Prof Wood
- NMMU, Dr Stuart - UKZN, Dr Ahluwalia - HEAIDS). In accordance with the principles guiding a community
of practice, the HIV and AIDS Education COP provides opportunity for teacher-educators working in Higher
Education to collaborate, network, share knowledge and provide collective suggestions on issues related
to HIV and AIDS teaching, learning and research. The objectives of the HIV and AIDS Education COP are to:
} share best practices on strategies for incorporation of HIV and AIDS related education
into the teacher education curricula; and to
} provide mutual support to members engaged in teaching and research in HIV and AIDS
and Teacher Education.
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Research Method and Pedagogy Using Participatory Visual Methodologies Workshop
The workshop was held over two days in April, at the North Campus Conference Centre of the Nelson
Mandela Metropolitan University in Port Elizabeth, bringing together more than 50 academics from
different Higher Education Institutions all over South Africa, teaching and researching in the field of HIV and
AIDS Education. The workshop focused on visual participatory methodologies, which are widely used across
various discipline areas, including education, particularly HIV and AIDS Education. According to Knowles
and Cole (2008, p xi) “… it is safe to say that arts-based methodologies can be considered a milestone in
the evolution of qualitative research methodologies.” Mitchell (2008, p. 378) addresses the key reason
why such methodologies are used: “… data collection can in, and of itself, serve as an intervention [and]
is crucial in that it can be transformative for the participants”. It is therefore clear that visual participatory
methodologies have a great deal to offer educational research in South Africa. The workshop, Research
Method and Pedagogy Using Participatory Visual Methodologies and a publication, Using a different lens for
HIV and AIDS Education (see http://www.nmmu.ac.za/RCE for an electronic copy) emanating from the work
done at the workshop, aim to contribute to extending this scholarship to research and teaching in the field
of HIV and AIDS education and research in South Africa.
Figure 1: Learning to use photovoice Figure 2: A publication of the
Community of Practice
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Annual Report
HIV and AIDS Education Research Chair 2011
5. Unit for Visual Methodologies for Social Change
The international and national burgeoning of visual participatory research, as well as the work of the Chair,
paved the way for the establishment of a Unit for Visual Methodologies for Social Change (UVMSC), focusing
in particular on HIV and AIDS in Education. The unit links to the work initiated at the Centre for Visual
Methodologies for Social Change, established in 2004 at the University of KwaZulu-Natal. The Unit was
launched at the Research Method and Pedagogy Using Participatory Visual Methodologies Workshop.
The UVMSC advances the study of visual participatory methodologies in education settings. Drawing on
innovative research methodologies is key in the South African context, and particularly in the context
of the HIV epidemic, shifting the boundaries of modes of inquiry, modes of representation and modes
of dissemination. The work of the unit is clearly located in a participatory paradigm and as such has the
potential to contribute to social change. The outcomes and accomplishments of 2011, the first full year of the
unit, provide a firm base for extending the use of innovative research methodologies to more researchers
and also to other disciplines and contexts.
The work of the UVMSC for 2011 was concluded on a high note with the “Wall of Hands” engagement at
the SAHARA conference hosted by HSRC and NMMU. Adults and youth were prompted to use their hands to
show how to “Turn the tide on HIV and AIDS”.
Figure 3: The “Wall of hands”
created by conference
delegates
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Figures 4 and 5: Two examples made by delegates at the SAHARA conference
Figure 6: Theo Citwa and learners from Colleen Glen Farm School after participating at the SAHARA conference
Approximately 250 photographs were generated over the four days of the conference. The collection
made by the youth is being prepared for uploading onto the Youth, Arts and HIV&AIDS Network,
http://www.yahanet.org (See Appendix A).
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Annual Report
HIV and AIDS Education Research Chair 2011
6. Research and engagement Projects
6.1 Overview of current projects
Project: EVERY VOICE COUNTS: RURAL TEACHER DEVELOPMENT IN THE AGE OF AIDS (2007-
2011/2012) (NRF-funded)
RESEARCHERS: Naydene de Lange (Project Leader) with Deevia Bhana, Claudia Mitchell, Relebohile
Moletsane, Robert Balfour, Volker Wedekind, Thabisile Buthelezi and Daisy Pillay
DESCRIPTION: This is a project within an established UKZN Faculty Research Niche Area that draws together
various initiatives around teacher development in rural areas in the age of AIDS. The project has five discreet
study areas, i.e. reflexive methodologies in studying teachers’ lives; school leadership and management of
vulnerable children; teachers and youth as knowledge producers; community partnerships for addressing
gender violence; and partnerships and pedagogies in preparing new teachers in the age of AIDS.
2011: In the final year of the project the focus was on studying what had been achieved over the life of the
project, with each study area focusing on evaluation.
In the very cold month of August, with snow on the Drakensberg and ice often freezing over the windscreen of
our car, our research team engaged with the warm and expectant participants of the Vulindlela community.
Figure 7: Prof Mitchell (from Canada) knew
how to scrape the ice from the
windscreen of our car before driving
to the workshop
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In the study area, community partnerships for addressing gender violence, for example, we worked with
community health workers who participated in Hamon’s Masters study. A presentation, Rural Community
Health Care Workers: Actors for Social Change of Gender Based Violence in the Context of HIV&AIDS, highlighted
the findings, which we then opened up for discussion. The guide, Stop Abuse: Together we can end gender
violence in our community (translated into isiZulu, Vimba ukuhlukumeza: Ngokumbambisana singakuqeda
ukuhlukunyezwa ngobulili emphakathini wethu), which they had collaboratively developed with teachers
from the nearby school, and which had been formatted and printed, was given to them for comment. We
also delivered a set of 30 of the guides to the Songonzima Clinic where they work. They also talked about
what they had learnt from the project, what they thought had changed over time, and what they thought
could be done to improve the current situation around gender-based violence in the community.
Another workshop, Addressing gender-based violence in school and community, was held with teachers. We
explored with them how safe they perceived their schools to be, by using the ‘Safe School Indicator’ on
gender-based violence. We also probed to find out what had changed since the start of the project, and
concluded with a strategy towards their developing a Safe School policy.
Figure 8: A group of teachers discussing the ‘Safe School
Indicator’
Figure 9: Community health workers working to ‘Stop Abuse’
A proposal submitted to the NRF to solicit further funding to wrap up the project and see two doctoral
students through their PhD studies, was successful.
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Annual Report
HIV and AIDS Education Research Chair 2011
Project: DIGITIZING DATA: GIVING LIFE TO DATA TO ‘SAVE’ LIVES IN THE AGE OF AIDS
(2008-2011) (NRF-funded)
RESEARCHERS: Naydene de Lange (Project Leader)
with Claudia Mitchell, Relebohile Moletsane, Jean
Stuart, Myra Taylor and Thabisile Buthelezi
DESCRIPTION: The aim of this project is to explore
the possibilities of managing and storing the vast
amount of visual data that has been produced
in the various projects using visual participatory
methodologies. It also aims to make the data
accessible to the community (teachers, learners
and community health workers), and researchers in
South Africa and Canada.
Figure 10: The web interface of the Digitizing Data website,
hosted by Digital Imaging South Africa (DISA)
2011: In the final year the work shifted towards exploring participatory analysis as well as participatory
archiving with teachers and community health workers. A paper, Community health care workers as
knowledge producers: Re-making, re-coding and re-using visual texts, was presented at the International
Visual Sociology Association, UBC, Vancouver, Canada. The paper will be published in Visual Sociological
Research Online in 2012.
In our exploration of how to extend the use of the digital archive, researchers outside the project team
were invited to the Centre for Visual Methodologies, where Dr Liebetrau from DISA facilitated an extended
discussion around the use of the Digital Archive. The researchers, Prof Ebersohn (from UP), Prof Linda
Theron (from NWU), Dr Van Laren and Dr Stuart (UKZN), Prof Mitchell (McGill) and several doctoral students
engaged in this discussion and responded by offering critical input, shaping our future work.
Figure 11:
Dr Liebetrau (DISA) and
some of the researchers
participating in the
discussion of the digital
archive
Building on the current work, a new proposal, Not leaving data ‘in the dark’: participatory archiving and visual
data to address HIV and AIDS, has been submitted to the NRF to continue the work focusing on participatory
archiving (result pending).
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Project: THROUGH THEIR EYES: RURAL RWANDAN GIRLS’ AND WOMEN’S VISION FOR
ENGENDERING POVERTY REDUCTION STRATEGIES (SSHRC)
RESEARCHERS: Myriam Gervais (Project leader) with Claudia Mitchell, Elaine Ubalijoro
and Naydene de Lange
DESCRIPTION: This research project aims to reveal new ways of thinking about current poverty strategies,
specifically through including girls and women in the development process. As such, it draws on an
interdisciplinary approach, utilizing participatory visual methodologies, i.e. drawing, photovoice and
participatory video, to explore key issues through the experiences of rural girls and women, using rural
Rwanda as a case study. A chapter, Before the cameras roll: Drawing a storyboard in addressing gendered
poverty, was published in 2011.
Figure 12: A group of young academics
engaged in creating a story board
Figure 13: Picturing hope, our book
about photovoice, handed
to Euthalia Nyirabega, MP,
Republic of Rwanda
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Annual Report
HIV and AIDS Education Research Chair 2011
Project: NEW TEACHERS FOR NEW TIMES, VISUAL METHODOLOGIES FOR SOCIAL CHANGE IN RURAL
EDUCATION IN THE AGE OF AIDS (2011-2012)
RESEARCHERS: Naydene de Lange (Project Leader in S.A.) with Mathabo Khau, Logan Athiemoolam,
Cordelia Mazomba and Tilla Olivier
DESCRIPTION: The main purpose of this project is to explore how a cohort of pre-service teachers, in
partnership with in-service teachers, can use visual arts-based methodologies in their teaching to bring
about social change in the age of AIDS. After gaining access to the school and establishing a relationship
with the teachers we engaged the teachers in a needs analysis, as we wanted the research direction to
be informed by them, and to be authentic and relevant. We used a photovoice activity and asked them to
take photographs of ‘what makes them happy’ and ‘what makes them unhappy’ at school. We printed the
photographs and then required the teachers to sort and explain the photographs, and then to arrange the
identified issues in order of priority. This elicited interesting discussions highlighting various issues ranging
from lack of parental involvement, risk-taking behaviour of learners, lack of discipline, to poor collegial
relationships. It became clear that before we could address the real purpose of the project, we had to work
with the teachers - using visual participatory research as an intervention - to enable them to resolve the
problem they identified. (See Appendix B)
Figure 14: Mathabo working with the
photographs and the
teachers
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6.2. Proposals submitted for funding
PROPOSAL 1: ‘NOT LEAVING DATA IN THE DARK’: PARTICIPATORY ARCHIVING AND VISUAL DATA TO
ADDRESS HIV AND AIDS (NRF)
The proposed study is premised on the idea that Social Science research in a South Africa- ravaged by various
socio-economic ills, but in particular by HIV and AIDS, should be pushing innovation in search of ways in which
research could make a difference. One key way of doing this is by fully engaging participants themselves
throughout the research process in new ways as knowledge producers, knowledge users and disseminators
of new knowledge. Keeping in mind that research data has a limited life, that published research findings
have a limited audience (mostly academic) and seldom reach the community, this proposed project is
organized around the idea of “not leaving data in the dark”, but rather making it accessible to communities.
This will be explored in two ways: one, through extending the data in an already existing digital archive by
linking it to other data sets to make ‘big data’ (social science researchers often hear that large scale studies
are more important than smaller studies); and two, through extending the community engagement with an
already existing digital archive through such practices as participatory archiving, participatory analysis and
re-use and re-mix of data, in addressing HIV and AIDS.
PROPOSAL 2: INCENTIVE FUNDING (NRF)
The submitted proposal aims to support the five doctoral candidates in completing their PhD studies.
Funding was successfully solicited for two years.
7. Publications
7.1 Edited book
Islam, F., Mitchell, C., De Lange, N., Balfour, R. & Combrinck, M. (Eds.) (2011). School-university partnerships
for educational change in rural South Africa: Particular challenges and practical cases. New York: Edwin
Mellon Press.
A highlight of 2011 was the launching of the edited book in the rural community which the Every Voice
Counts project drew on. Teachers from the two schools and the students in the Rural Teacher Education
Project came together for the launch in one of the rural schools in Vulindlela. The two principals each
accepted a copy of the book and had the opportunity to respond!
Milne, E.J., Mitchell, C. & De Lange, N. (Eds.) (Forthcoming) Handbook of Participatory Video. Alta Mira Press
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Annual Report
HIV and AIDS Education Research Chair 2011
Figure 15: The book, Mrs Dube (Deputy Principal) and Naydene, Mr Phungula (Principal)
7.2 Chapters published
De Lange, N., Mitchell, C. & Stuart, J. (2011). Learning together: teachers and community health care
workers draw each other. In L. Theron, C. Mitchell, A. Smith & J. Stuart (Eds.). Picturing research: drawing as
visual methodology. Rotterdam: Sense Publishers. (pp 177-189).
Mitchell, C., De Lange, N., & Moletsane, R. (2011). Before the cameras roll: Drawing a storyboard in
addressing gendered poverty. In Theron, C. Mitchell, A. Smith & J. Stuart (Eds.). Picturing research: drawing
as visual methodology. Rotterdam: Sense Publishers (pp. 219-231).
De Lange, N. & Combrinck, M. (2011). What will we do with 24 ducks Building community partnerships.
In F. Islam, C. Mitchell, N. De Lange, M. Combrinck, & R. Balfour (Eds.). School-university partnerships for
educational change in rural South Africa: Particular challenges and practical cases. New York: Edwin Mellon
Press (pp. 231-243).
Islam, F., Mitchell, C., De Lange, N. & Balfour, R. (2011). School-University Partnerships for Educational
Change: An Introduction. In F. Islam, C. Mitchell, N. De Lange, M. Combrinck, & R. Balfour (Eds.) Schooluniversity
partnerships for educational change in rural South Africa: Particular challenges and practical cases.
New York: Edwin Mellon Press (pp. 1-20).
Mitchell, C., De Lange, N., Balfour, R. & Islam, F. (2011). Transforming teacher education A rural teacher
education project experience. In F. Islam, C. Mitchell, N. De Lange, M. Combrinck, & R. Balfour (Eds.). Schooluniversity
partnerships for educational change in rural South Africa: Particular challenges and practical cases.
New York: Edwin Mellon Press (pp. 59-79).
Mitchell, C., Islam, F., De Lange, N., Balfour, R., & Combrinck, N. (2011). Epilogue. New teachers for new
times and new places. In F. Islam, C. Mitchell, N. De Lange, M. Combrinck, & R. Balfour (Eds.) Schooluniversity
partnerships for educational change in rural South Africa: Particular challenges and practical cases.
New York: Edwin Mellon Press (pp. 245-252).
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Mitchell, C. & De Lange, N. (2011). Data collections and building a democratic archive: “No more pictures
without a context.” In C. Mitchell. Doing visual research. London: Sage (pp.116-134).
Mitchell, C. & De Lange, N. (2011). Community-based participatory video and social action in rural South
Africa. In E. Margolis, & L. Pauwels (Eds.). The SAGE handbook of visual research methods. London: Sage.
(pp. 171-185).
7.3 Chapters accepted for publication
De Lange, N. (2012). Was it something she wore Gender-based violence and the policing of girls’ place in
the school space. In R. Moletsane, C. Mitchell, & A. Smith (Eds.). Was it something I wore Gender, dress and
material culture in social research in southern Africa. New York: Peter Lang. (pp. 196-207).
De Lange, N. & Mitchell, C. (Forthcoming) “What happens when we’re gone” Participatory Video after
leaving the field. In Milne, E.J., C. Mitchell & N. De Lange (Eds.). Handbook of Participatory Video. Lanham,
USA: AltaMira Press.
Labacher, L., Mitchell, C., De Lange, N., Moletsane, R. & Geldenhuys, M. (Forthcoming) What can a Visual
Researcher do with a storyboard working with teacher educators and integration of HIV&AIDS into the
curriculum of Higher Education. In Milne, E.J., Mitchell, C. & De Lange, N. (Eds.). Handbook of Participatory
Video. Lanham, USA: Alta Mira Press.
Olivier, M.A.J., De Lange, N., Creswell, J. & Wood, L. (Forthcoming) Mixed Methods Research in Participatory
Video. In Milne, E.J., Mitchell, C. & De Lange, N. (Eds.). Handbook of Participatory Video. Lanham, USA: Alta
Mira Press.
7.4 Article published in accredited journal
De Lange, N., Pillay, G., & Chikoko, V. (2011). Doctoral learning: a case for a cohort model of supervision and
support. South African Journal of Education, 31:15-30.
7.5 Articles accepted for publication in accredited journals
De Lange, N. (2012) Researching to make a difference: Possibilities for Social Science Research in the Age of
AIDS. SAHARA Journal.
De Lange, N., & Mitchell, C. (2012) Community health workers working the digital archive: A case for looking
at participatory archiving in studying stigma in the context of HIV and AIDS. Sociological Research Online.
De Lange, N., Mitchell, C., & Bhana, D. (2012) Voices of women teachers about gender inequalities and
gender-based violence in rural South Africa. Gender and Education.
De Lange, N., Olivier, MAJ, Geldenhuys, J.L., & Mitchell, C. (2012) Rural school children picturing family
life. In De Lange, N., Balfour, R.J. & Khau, M.C. (Eds.). Rural Education and Rural Realities: the politics and
possibilities of rural community based research in Southern Africa. Perspectives in Education, 29(1).
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Annual Report
HIV and AIDS Education Research Chair 2011
8. Conference participation
A number of conferences papers were read in 2011:
De Lange, N. (2011). And so, how do we know what our arts-based ‘doing’ does [Paper] Invitational
Conference, What difference does this make The arts, youth and HIV&AIDS, Salt Rock, December 4-6.
De Lange, N. (2011). The politics of the HIV and AIDS academic curriculum in Higher Education: Are we
turning the tide towards the new NSP [Paper] 6 th SAHARA Conference, Port Elizabeth, 28 November – 2
December.
De Lange, N., & Geldenhuys, M. (2011). Envisioning a safe school in the age of AIDS: Using participatory
video with youth. [Paper] HIV and AIDS Education Conference, Envisioning Africa without HIV and AIDS: The
role of Education, Zanzibar, 27-28 September
Olivier, M.A.J., De Lange, N. & Mitchell, C. (2011). “The latest dirty secret” Rural South African teachers
picturing HIV and AIDS-related stigma. [Paper] HIV and AIDS Education Conference, Envisioning Africa without
HIV and AIDS: The role of Education, Zanzibar, 27-28 September.
Mitchell, C., Labacher, L., De Lange, N, Moletsane, R., Geldenhuys, M. (2011). What can a participatory video
researcher do without a camera Storyboarding in the video making process [Paper] 2nd International Visual
Research Methods Conference, Milton Keynes, UK, 13-15 September.
De Lange, N., & Mitchell, C. (2011). Community health care workers as knowledge producers: RE-making,
re-coding and re-using visual texts. [Paper] International Visual Sociology Association Conference, Visual
Research as a collaborative and participatory practice, Vancouver, Canada, 6-8 July.
De Lange, N. & Mitchell, C. (2011). ‘What happens when you’re gone’: Participatory video after leaving the
field. [Paper] International Visual Sociology Association Conference, Visual Research as a collaborative and
participatory practice, Vancouver, Canada, 6-8 July.
Wood, L. & De Lange, N., & Mkumbo, K. (2011). HIV and AIDS education: Teachers in Tanzania. [Paper] Ist
International HIV Social Science and Humanities Conference, Locating the Social, Durban, 1-13 June.
De Lange, N., Wood, L., Mkumbo, K. (2011). Teachers don’t know … what drawings show. [Poster] Ist
International HIV Social Science and Humanities Conference, Locating the Social, Durban, 1-13 June.
Mitchell, C., De Lange, N., Moletsane, R., & Stuart, J. (2011). What difference does this make [Paper] Ist
International HIV Social Science and Humanities Conference, Locating the Social, Durban, 1-13 June.
De Lange, N., Olivier, MAJ, Geldenhuys, J.L., & Mitchell, C. (2011). Rural School Children Picturing Family
Life. [Paper] Education Association of South Africa Conference, Beauty and the beast: Turning the tide in
education, Sun City, 11-14 January.
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9. South-South Collaboration
Hosted conference: Envisioning an Africa without AIDS - the role of education
One of the outcomes of the tri-partite meeting of academics from the University of Dar-es-Salaam (UDSM),
NMMU and the University of Oldenburg (UOL), in September 2010, was a co-hosted HIV and AIDS conference,
27-28 September, 2011, held in Zanzibar. Prof De Lange and Prof Wood (NMMU) and Dr Mkumbo (UDSM) cohosted
the conference. “It provided a much needed platform for the in-depth exploration of how education
could act both as a prevention agent for HIV and AIDS, and as a means of mitigating the impact of the
pandemic. Unlike most HIV and AIDS conferences, this was focused solely on the relationship between HIV
and AIDS and education and was attended by participants who have first-hand knowledge and experience
of the pandemic on the continent. Delegates came not only from institutes of higher learning, but also
from schools, community agencies and governmental agencies.” “For many of the Tanzanian delegates, this
was the first time that they had been exposed to participatory methods of research but they would like to
learn more about how they could be used to prepare teachers and community workers for HIV prevention.
Similarly, the South Africans learnt much from the community work being undertaken in Tanzania. Mutual
and reciprocal learning thus took place, something that is sometimes missing in larger conferences. The
whole conference was a learning experience which enriched the professional development of all who
attended.” (Education Faculty Newsletter, October 2011).
Figure 16: Some of the delegates at the Envisioning Africa without AIDS conference
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HIV and AIDS Education Research Chair 2011
10. Collaboration between nmmu, Mcgill
university and ukzn
What difference does this make The arts, youth and HIV&AIDS, an Invitational Conference, held at Salt Rock, South
Africa, December 4-6, 2011, was hosted by the Centre for Visual Methodologies for Social Change (UKZN), the
Participatory Cultures Lab (McGill) and the Nelson Mandela Metropolitan University Unit for Visual Methodologies
for Social Change. This event represents ‘10 years on’ in that 2011-2012 marks the 10th anniversary of the beginning
of the sponsoring research group’s involvement in the use of participatory visual methodologies in addressing
HIV&AIDS. The first project, conceptualized in 2001 and awarded funding by the Canadian Society for International
Health in 2002, entitled Soft Cover: Creative Arts, Youth and HIV/AIDS, was conducted in the Western Cape. The
study marked the beginning of our serious arts-based work with youth in South Africa addressing HIV and AIDS. Prof
Moletsane (JL Dube Rural Education Research Chair, Prof Mitchell (James McGill Research Chair) and Prof De Lange
(HIV and Education Research Chair) were the hosts of the conference.
11. Visual participatory Workshop facilitated
HEARD (HEALTH ECONOMICS AND HIV/AIDS RESEARCH DIVISION at UKZN)
Participatory Visual Methodologies in Research: HIV&AIDS and Gender, 31 January – 1 February 2011
Presented by: Lebo Moletsane, Jean Stuart and Fumane Khanare (UKZN Faculty of Education)
Naydene de Lange and Mathabo Khau (NMMU)
12. Post-graduate students
12.1 Doctoral students
The five doctoral students, researching some aspect of HIV and AIDS and using visual methodologies, and enrolled at
NMMU are in their third year of doctoral work. They have been on visit to Port Elizabeth to participate in the HIV and
AIDS Education Community of Practice Colloquium, hosted by the Chair in April 2011. They also presented papers at the
SAHARA conference, hosted by HSRC and NMMU, 28 Nov to 2 December 2012. The following papers were presented:
Mnisi, T.E.
Pillay, S.
unknotting the dilemma of ‘othering’ in the context of HIV and AIDS. Oral
Presentation at 6 th Sahara Conference, 28 November – 2 December, Port Elizabeth.
learning about sexuality in the age of AIDS: What Indian female adolescents have to say.
Oral Presentation at 6 th Sahara Conference, 28 November – 2 December, Port Elizabeth.
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Mahadev, R.
Khanare, F.P.
Exploring Indian Youths understanding of sexual violence in an urban secondary school:
A video approach. Oral Presentation at 6 th Sahara Conference, 28 November – 2 December,
Port Elizabeth.
learners’ voices: Vulnerable learners speak out on the care and support they receive in a
rural school context in the age of HIV and AIDS. Oral Presentation at 6 th Sahara Conference,
28 November – 2 December, Port Elizabeth.
12.2 Postdoctoral fellow
Dr Mathabo Khau completed the first year of her postdoctoral fellowship, continuing her research in the field of
sexuality education, with a study, “Sexual identities and HIV&AIDS: an exploration of international university students’
experiences”. She will be presenting international and local conference papers based on this study in 2012. Her success
in 2011 has prompted an invitation to continue her post doctoral fellowship in 2012.
Publications
Khau, M. (2011). Teacher sexuality depicted: Exploring women teachers’ positioning within sexuality education
classrooms through drawings. In L. Theron, C. Mitchell, A. Smith, & J. Stuart (Eds.). Picturing Research: Drawing as
visual methodology (pp 119- 131). Rotterdam: Sense Publishers.
Khau, M. (2011). Growing up a girl in a developing country: Challenges for the female body in education. Journal of
Girlhood Studies, Special Issue, 4 (2): 130- 147.
Articles accepted for publication
Khau, M. (Forthcoming). Female sexual pleasure and autonomy: what has inner labia elongation got to do with it”
Sexualities, accepted in 2011.
Khau, M. (Forthcoming). “Our culture does not allow that”: Challenges for sexuality education in rural communities.
Perspectives in Education, Special Issue, accepted in 2011.
Khau, M. (Forthcoming). Sexuality education in rural Lesotho schools: Challenges and possibilities, Sex Education,
Special Issue accepted in 2011.
Pithouse, K., Van der Ruit, C., Khau, M., & Masinga, L. (Forthcoming). Exploring the emotional weight of graduate
research in the area of HIV & AIDS and sexuality. Culture, Health and Sexuality, Accepted in 2011
Chapters accepted for publication
Khau, M. (Forthcoming) Gender and the politics of the Basotho blanket. In R. Moletsane, C. Mitchell & A. Smith
(Eds.), “Was it something I wore” Gender, dress and material culture in social research in South Africa (pp. 95- 111).
HSRC Press.
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Annual Report
HIV and AIDS Education Research Chair 2011
13. GETTING TESTED
Figure 17: Naydene
getting tested at the
NMMU campus clinic
A campaign was initiated in the Faculty of Education to get staff tested, in support of the 2012 First Things
First campaign, to be rolled out on all campuses at all 23 public Higher Education Institutions. The aim is
to test at least 35,000 people from all sections of the Higher Education community, including students,
academics and service and administrative staff.
14. Acknowledgements
The NRF is acknowledged for the abundant financial support over the years.
The Faculty of Education, NMMU, for financial support in making the Research Chair possible.
All my colleagues in the research teams are acknowledged for their contribution to the success of the research
endeavours.
The final layout and creative presentation was undertaken by Ruth Fox.
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15. APPENDICES
Appendix A YAHAnet
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Annual Report
HIV and AIDS Education Research Chair 2011
Appendix B
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NOTES
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Annual Report
HIV and AIDS Education Research Chair 2011
NOTES
24

Contact
Prof Naydene de Lange
Faculty of Education
South Campus
NMMU
Tel: 041 504 4519
Email: naydene.delange@nmmu.ac.za
www.nmmu.ac.za/RCE