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

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ADDRESSING HIV AND AIDS FATIGUE THROUGH RE-CURRICULATION The main idea of this storyboard is that we should explore the general perception of HIV and AIDS fatigue and “message overload” as a reality by interviewing a few adolescents. The participants should be from a variety of social settings, e.g. a school context, a hostel and even a sport event. This should really be very short as it should only provide the background for the rationale of re-curriculation. This idea also forms the basis for depicting HIV and AIDS fatigue amongst staff members. In contrast to this, the reality of rising HIV infections and related social issues should then be show cased in a short but high impact illustration, e.g. a YouTube clip of the rapid spread of HIV over the world. Once the viewer 42 has an idea of fatigue against urgency they will be introduced to a new way of doing HIV and AIDS education, by reflecting on best practice at other institutions. This will be followed with a few thought provoking and innovative ideas on integration, e.g. Drawing a time-line on the history of HIV in History, inclusion of basic experiments, simulation tests and immune system experiments in Biology, growing a vegetable garden with the most important vegetables for HIV positive people (to boost the immune system) as part of Geography, and doing a budget for a company with growing medical costs due to HIV positive staff, in Accounting. The conclusion then needs to carry the message that in order to circumvent fatigue
and repetition of the same HIV facts and messages staff should be engaged in recurriculation and integration of HIV issues in other subject fields. 43 The real value of this exercise and discussion was not merely the putting together of the storyboard, but the value of sharing ideas and starting to think more creatively about relaying the message and enhancing prevention. Christina Jordaan
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 14 and 15: This poster showcases the viewpoint
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 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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