Teacher Identity and Teaching in the Context of HIV/AIDS
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.
27 Introduction This section outlines the methodological decisions made in crafting a research plan to examine factors shaping teachers’ understanding and experience of teaching sexuality and HIV/AIDS. A study of this nature requires an approach that takes into account how people come to know and understand themselves; an approach that pays particular attention to constructions of social reality in the setting in which it occurs. In seek- ing to understand the meanings and interpretations people give to ex- periences, such an approach must not only allow for the inclusion of people’s voices, but also be sensitive to the discursive spaces in which meaning is constructed and mediated. In short a methodological orien- tation was required that could enable me to illustrate how subjects come to know and the levels of influence that shape this. 28
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