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首页> 美国卫生研究院文献>SAHARA J : Journal of Social Aspects of HIV/AIDS Research Alliance >Problematizing official narratives of HIV and AIDS education in Scotland and Zimbabwe
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Problematizing official narratives of HIV and AIDS education in Scotland and Zimbabwe

机译：在苏格兰和津巴布韦对艾滋病毒和艾滋病教育的官方叙述提出质疑

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摘要

When human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) are framed within an intersectional approach, they have the potential to transform understandings of social justice within the curriculum and education policy and practice in general. Yet, this transformative potential is often hampered by official narratives that fail to position HIV and AIDS as an integral component of overlapping systems of oppression, domination and discrimination. This article explores how official HIV and AIDS narratives tend to promote systemic injustice and inequality within education policy and practice in both Scotland and Zimbabwe, despite their good intents. We frame our argument within a transformative education discourse which seeks to create participatory and emancipatory HIV-related messages at school, tertiary and community levels. Using a narrative enquiry design, a Foucauldian theoretical lens was used to analyse the narratives derived from key informant responses, supplemented by analysis of key documents that deal with HIV and AIDS in both Scotland and Zimbabwe. Four broad narratives emerged: the ‘Gay’ Narrative; the Migration Narrative; the Conspiracy Narrative; and the Religious Narrative. We discuss how each of these narratives entrench stigma across both developed and developing world contexts, and propose how a more intersectional interpretation would contribute to a deeper and less stigmatizing understanding of HIV, thus offering more useful insights into related policy and educational practices. This article will thus contribute to the growing body of intersectional HIV and AIDS knowledge that is relevant for schools, teacher education, public health and community settings, not only in the countries studied, but the world over.
机译：如果将人类免疫缺陷病毒（HIV）和获得性免疫缺陷综合症（AIDS）放在交叉的框架中，它们就有可能在课程，教育政策和实践中转变对社会正义的理解。然而，这种变革性潜力常常受到官方叙述的阻碍，这些叙述未能将艾滋病毒和艾滋病定位为重叠的压迫，统治和歧视体系的组成部分。本文探讨了官方的HIV和AIDS叙事如何促进苏格兰和津巴布韦的教育政策和实践中的系统性不公正和不平等，尽管它们的意图很强。我们在一个变革性的教育话语中阐述我们的观点，该话语旨在在学校，大专和社区各级创建与艾滋病毒有关的参与性和解放性信息。使用叙事探究设计，Foucauldian理论镜头被用来分析来自关键线人回应的叙事，并辅之以分析涉及苏格兰和津巴布韦艾滋病毒和艾滋病的关键文献的补充。出现了四种主要的叙述：“同性恋”叙述；迁移叙事；阴谋叙事；和宗教叙事。我们讨论了每种叙述如何在发达和发展中世界背景下树立污名，并提出了更多的交叉解释将如何有助于对艾滋病毒的更深层次和更少污名化的理解，从而为相关政策和教育实践提供更多有用的见解。因此，本文将为越来越多的艾滋病毒和艾滋病交叉知识做出贡献，这不仅与所研究的国家有关，而且与学校，教师教育，公共卫生和社区环境有关。

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