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Performative Praxis

Teacher Identity and Teaching in the Context of HIV/AIDS

Mary Jean Baxen

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.

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Index 331

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331 Index Please note: Page numbers in italics refer to Tables and Figures. abstinence 252–3 adult literacy rate 155 advocacy groups and civil society 130 Afrikaans-speaking environment 278–80 age 123 appropriateness 30 differentiated infection rates 161 agency 286 centrality of 112 exercise of 306 see also under structure agents, knowledgeability of 70–1 Althusser 50, 77, 79, 241 see also language analysis, units of 39, 51 anecdotal evidence 39 Apartheid history 154 separate development 157–8 assessment process 289, 295 attachment 81 attire of teacher 234 attitudes 48 authority 265 autonomy, pursuit of 126 behaviour 261 in and outside classroom 234 patterns of 86, 261–2, 304 repetitive forms of 75 sets of 285 beliefs 48 biographical research 105 biographies 29 biological constructions 124 black teachers 114–15, 250 female 259 male 296–7 body biologically sexed 67 constructions of 67 Bourdieu 18, 48, 49, 55–65 see also practice, theory of 18 Butler 19, 48, 50, 77, 79–88, 111, 241 see also performativity, theory of capital 48, 57–8, 59, 153 struggle for power 60–1 case study approach 29 chalkboard, use of 266 choices 79, 95–6 class 30–1, 123, 308 divides 115 inequalities 97–8 relations 120 classroom 303 discourse 110 closed or rhetorical questions 264–5 code of conduct 234 dress and speech 234 of ethics 40 cognitive ability 101 coloured community 247 coloured teachers 259, 280–5 commercial sex workers 133 communities categories 162 economic disparities 163–4 housing 164 race...

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