Teachers' subjectivities and emotionality in HIV/AIDS teaching.
Schools play a significant role in conveying essential knowledge, skills and attitudes about HIV and AIDS to millions of learners, and are therefore at the forefront of addressing the HIV/AIDS pandemic. This has resulted in a shift in HIV/AIDS research to focus on the crucial role of teachers in HIV prevention. This paper explores the influence of teachers' subjectivities and emotionality on their teaching about HIV/AIDS. The paper draws on qualitative, narrative data gathered from five teachers teaching in a midlands town in KwaZulu-Natal, South Africa. It finds that teachers' subject positions play a significant role in presenting compassionate, supportive and knowledgeable subjectivities in the classroom; and that their positive and negative emotions pivotally influence their teaching about HIV/AIDS. We argue that it is vital to consider how teachers position themselves, as this is intricately linked with their teaching about HIV/AIDS, and we draw attention to teaching about HIV/AIDS as an emotional practice.
a School of Education , University of KwaZulu-Natal , Scottsville , South Africa.
Jaqueline
J
Naidoo
a School of Education , University of KwaZulu-Natal , Scottsville , South Africa.
Peter
P
Rule
D000293:Adolescent; D002648:Child; D005260:Female; D015658:HIV Infections / Q000517:prevention & control* / Q000523:psychology; D006266:Health Education / Q000941:ethics*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D000068616:Professionalism / Q000941:ethics*; D012574:Schools; D013019:South Africa; D011795:Surveys and Questionnaires; D013663:Teaching; D000078329:Workforce
HIV prevention; emotional geographies; narrative; stories; subject positions