It is widely recognized that the South African government's exemplary HIV/AIDS education policy is not making the behaviour-changing impact that it ought. Why is this? What is actually happening in the school classroom?
In this book, Jean Baxen makes an important contribution towards understanding the complex interface between the HIV/AIDS education curriculum and what and how teachers are teaching in the classroom. Bringing Judith Butler's theory of performativity to bear in an analysis of the pedagogic practice of a number of teachers in the Western Cape and Mpumalanga, the author shows how teachers' personal conception of their role and identity as educators plays a vitally important role in filtering and shaping the classroom transmission of key information and attitudes.
The Author: Jean Baxen is Associate Professor in the Education Department at Rhodes University in Grahamstown, South Africa, and the author of numerous reports, papers and book chapters on aspects of education in South Africa. She is co-editor of the volume HIV/AIDS in Sub-Saharan Africa: Understanding the Implications of Culture and Context (2009).
Contents: Context and contours of the research - A theoretical framework for understanding teachers and their work: towards a `performative' subject - Limitations in dominant epistemological orientations and research on teachers, teaching and HIV/AIDS - Dominant factors shaping teachers' lives - Unintended consequences of `performing' teaching.