USING A DIFFERENT LENS FOR HIV and AIDS EDUCATION ...

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This poster showcases the viewpoints of each team member in relation to his/her role in the fight against HIV and AIDS. The main theme that was highlighted was the need for educators to advocate for learners and young people. The voices of learners and young people need to be heard and appropriate action that meets their needs, needs to FROM VOICE TO ACTION 12 be taken. Educators recognise that they have a large part to play in the fight against HIV and AIDS and that not only can they as educators teach young people about HIV and AIDS but also that they can let the voice of young people be heard and that collectively we can take action. Shlaine L’Etang
The most interesting part of the process of drawing was the relative ease of the activity. I could take part in the activity even though I am absolutely useless at drawing. My inability to be able to draw artistically was not a problem. I felt comfortable displaying and talking to the group about my „poorly‟ drawn picture. The materials that are required for the drawing activity are minimal and easily accessible in any situation/context. During the workshop we were given the opportunity to make use of coloured pencils and coloured paper but these nice colourful „extras‟ were not necessary. It would be acceptable to draw on recycled paper using pencils or pens as it was the message that was conveyed and the opportunity for reflection that made the activity important. The possibilities for „rich‟ reflection on these „simple‟, handmade drawings were endless. Each member of the group willingly showed his/her drawing and spoke openly about what the drawing meant. The other members of the group also commented on particular similarities and differences in terms of what the particular drawings represented. The putting together of the drawings and then deciding on a title were also an important part of the group activity. I found it interesting that everyone made Reflecting on using drawing 13 sure that his/her drawing was displayed. Not one member of the group was unwilling to put up their drawing – I even wanted my badly drawn picture displayed in the centre of the poster! Each member of the group decided individually what he/she wanted to draw before the poster was assembled. The activity provided opportunities to discuss ideas about HIV and AIDS education in an easy yet thought provoking manner. Each member of the group wanted to share what his or her drawing represented and why he/she considered particular aspects significant and important. I did not know the names of most of the members of our group so this activity also provided an opportunity for us to get to know each other as well as speak to each other about our „visions‟ and experiences in HIV and AIDS education. This activity could easily be adapted as a possible introduction to integration of HIV and AIDS education in mathematics in preservice or in-service teaching. From my research, however, I know that most of my students have not been adequately prepared to include HIV and AIDS education or manage HIV and AIDS issues in a school classroom situation. Perhaps this activity could be a way of highlighting the unpreparedness of my pre-service or in-service teachers? Linda van Laren
Page 2 and 3: USING A DIFFERENT LENS FOR HIV and
Page 4 and 5: This publication draws on a two day
Page 6 and 7: PARTICIPATORY VISUAL METHODOLOGIES
Page 8 and 9: I DRAWING: HOW CAN IT BE USED? n th
Page 10 and 11: The following was used to generate
Page 12 and 13: PAYING THE PRICE TO MAKE THE DIFFER
Page 16 and 17: I PHOTOVOICE: HOW CAN IT BE USED? n
Page 18 and 19: No person should be photographed wi
Page 20 and 21: The following was used to generate
Page 22 and 23: ADOLESCENT SEXUALITY: CHALLENGES AN
Page 24 and 25: This photo-narrative shows teachers
Page 26 and 27: SILENCE PLEASE… RESERVED FOR TOMO
Page 28 and 29: This photo-narrative depicts the
Page 30 and 31: What was most striking for me, with
Page 32 and 33: 4. Prompt them to individually choo
Page 34 and 35: 2. Explain that each frame should b
Page 36 and 37: THE STORYBOARDS 34
Page 38 and 39: across the various learning areas,
Page 40 and 41: there to transfer information but t
Page 42 and 43: AIDS education, higher authority ta
Page 44 and 45: ADDRESSING HIV AND AIDS FATIGUE THR
Page 46 and 47: CONTENT - WHAT AND WHAT NOT TO TEAC
Page 48 and 49: students asked him such a question
Page 50 and 51: VISUAL ETHICS Adapted from Mitchell
Page 52 and 53: Ownership The photos, drawings and
Page 54 and 55: Other points Ask permission to take
Page 56 and 57: Knoblauch, H., Baer, A., Laurier, E
Page 58 and 59: Schratz, M. & Walker, R. (1995). Re

USING A DIFFERENT LENS FOR HIV and AIDS EDUCATION ...

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