Developing a transformative approach to HIV/AIDS education: an analysis of Scotland and Zimbabwe

Nyatsanza, Tarsisio Majinya (2015) Developing a transformative approach to HIV/AIDS education: an analysis of Scotland and Zimbabwe. PhD thesis, University of Glasgow.

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Abstract

Global statistics indicate that currently 35 million people are living with HIV of which 4, 634 are living in Scotland (out of a total population of 5 295 00) and the figure for Zimbabwe is estimated at 1, 400 000 (out of a total population of 14 149648). In this thesis, I have suggested a framework that goes beyond a limited analysis of the complexity of understanding the HIV/AIDS origins, its evolution and prevalence beyond the epidemiological mapping. The approach allows for the development of a more rational, inclusive, broader and sustainable HIV/AIDS Education (Wood 2014, Wood and Rolleri 2014). This approach is not only emancipatory but also empowers (Freire 2000, Freire 2004) both those affected and infected by the HIV/AIDS epidemic. I have chosen both Scotland and Zimbabwe as each of them has dealt with the epidemic in different ways. Scotland has had significant success in combating HIV/AIDS through various initiatives. Zimbabwe on the other hand, is an example of a developing country in sub-Saharan Africa with one of the highest levels of HIV/AIDS infected and affected people in the world (UNAIDS Country Report 2014). I used ‘selected’ documentary analysis that is, looking at selected documents that contain the major policy responses to the HIV/AIDS epidemic. I also conducted interviews with key informants using semi-structured interview questions and then analysed the resultant data using a range of heuristic tools. The main findings of this research included how a number of conspiracy theories were constructed in order to explain the origins and the evolution of HIV/AIDS. Examples of these conspiracy theories included the homosexual link to HIV/AIDS,witchcraft and biological warfare among others. Other issues discussed focused on conspiracy as the construction of otherness, moralising the epidemic, assessing the impact of culture, religion and politics on the epidemic as well as the implications of these issues on Sex Education. The thesis concluded with suggesting a framework for developing a transformative approach to HIV/AIDS and Sex Education.

Item Type: Thesis (PhD)
Qualification Level: Doctoral
Keywords: Conspiracy theories, colonial/post-colonial, history of Scotland, history of Zimbabwe, HIV/AIDS, missionary and colonial discourses, narratives, positionality, sex education, sexuality, transformative education, witchcraft
Subjects: H Social Sciences > H Social Sciences (General)
H Social Sciences > HV Social pathology. Social and public welfare
L Education > L Education (General)
R Medicine > RA Public aspects of medicine
R Medicine > RA Public aspects of medicine > RA0421 Public health. Hygiene. Preventive Medicine
Colleges/Schools: College of Social Sciences > School of Education
Funder's Name: UNSPECIFIED
Supervisor's Name: Conroy, Prof. James and McKinney, Prof. Stephen
Date of Award: 2015
Depositing User: Mr Tarsisio M Nyatsanza
Unique ID: glathesis:2015-6438
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 08 Jun 2015 10:07
Last Modified: 16 May 2016 14:51
URI: http://theses.gla.ac.uk/id/eprint/6438

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