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

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This publication draws on a two day workshop, Research Method and Pedagogy Using Participatory Visual Methodologies, held 4-5 April 2011, at the beautiful North Campus Goldfields Conference Centre of the Nelson Mandela Metropolitan University, in Port Elizabeth. Academics from different Higher Education Institutions all over South Africa who are teaching and researching in the field of HIV and AIDS Education came together for two days to learn about using visual participatory methodologies in their own teaching and research. These academics constitute a Community of Practice, launched at the HIV and AIDS Education Symposium (2010). This HIV and AIDS Education Community of Practice comes out of the recommendations of the HIV and AIDS in Teacher Education Pilot Project (HEAIDS, 2010). The workshop focused on visual participatory methodologies which are becoming widely used across various disciplinary areas, including education, and 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 FOREWORD 2 research methodologies.” However, Mitchell (2008, p. 378) addresses the key reason why we use such methodologies in our work: “… data collection can in, and of, itself serve as an intervention [and] is crucial in that it can be transformative for the participants” and therefore that “visual studies have a great deal to offer educational research in South Africa.” Having said that, we are mindful of Marilyn Martin‟s (2004) question: “Can the visual arts make a difference?” in the context of HIV and AIDS. This is something which we recently explored at a national discussion, “Can art stop AIDS?” Exploring the impact of visual and artsbased participatory methodologies used in HIV and AIDS education and intervention research (2010). This workshop, Research Method and Pedagogy Using Participatory Visual Methodologies, and therefore this publication, aims to contribute to extending this scholarship to research and teaching in the field of HIV and AIDS education and research in South Africa. Naydene de Lange
Foreword CONTENT 1. Participatory visual methodologies ....................................................................... 4 2. Drawing: How can it be used? .............................................................................. 6 3. Photovoice: How can it be used? .......................................................................... 14 4. Storyboarding: How can it be used? ..................................................................... 29 5. Visual ethics? ........................................................................................................ 48 6. Useful reference list .............................................................................................. 53 7. Appendix ............................................................................................................... 57 3
Page 2 and 3: USING A DIFFERENT LENS FOR HIV and
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 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
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