Cascading participation and the role of teachers in a collaborative HIV and Aids curriculum development project

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dc.contributor.authorScott, Duncanen_ZA
dc.contributor.authorCooper, Adamen_ZA
dc.contributor.authorSwartz, Sharleneen_ZA
dc.date.accessioned2016-12-01T07:43:14Z
dc.date.available2016-12-01T07:43:14Z
dc.date.issued2014
dc.descriptionCITATION: Scott, D., Cooper, A. & Swartz, S. 2014. Cascading participation and the role of teachers in a collaborative HIV and Aids curriculum development project. South African Journal of Education, 34(2):Art. #798, doi:10.15700/201412071147.en_ZA
dc.descriptionThe original publication is available at http://www.sajournalofeducation.co.zaen_ZA
dc.description.abstractThis paper presents findings of four Grade 6 teachers’ involvement as facilitators of a participatory action research (PAR) project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO) teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project’s ‘cascading participation’ research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers’ ability to facilitate social and educational change.en_ZA
dc.description.urihttp://www.sajournalofeducation.co.za/index.php/saje/article/view/798
dc.description.versionPublisher's versionen_ZA
dc.format.extent15 pagesen_ZA
dc.identifier.citationScott, D., Cooper, A. & Swartz, S. 2014. Cascading participation and the role of teachers in a collaborative HIV and Aids curriculum development project. South African Journal of Education, 34(2):Art. #798, doi:10.15700/201412071147en_ZA
dc.identifier.issn2076-3433 (online)
dc.identifier.issn0256-0100 (print)
dc.identifier.otherdoi:10.15700/201412071147
dc.identifier.urihttp://hdl.handle.net/10019.1/99928
dc.language.isoen_ZAen_ZA
dc.publisherEducation Association of South Africaen_ZA
dc.rights.holderAuthors retain copyrighten_ZA
dc.subjectCurriculum planning -- South Africaen_ZA
dc.subjectAIDS (Disease) -- Study and teaching -- South Africaen_ZA
dc.subjectPrimary school teachers -- South Africaen_ZA
dc.subjectLife skills -- Study and teaching -- South Africaen_ZA
dc.titleCascading participation and the role of teachers in a collaborative HIV and Aids curriculum development projecten_ZA
dc.typeArticleen_ZA
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