Documenting Student Representation of Indigenous HIV/AIDS Information and Integration Into the School Curriculum

Denis Sekiwu; Nina Olivia Rugambwa

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Documenting Student Representation of Indigenous HIV/AIDS Information and Integration Into the School Curriculum

机译：记录学生自主的代表艾滋病毒/艾滋病信息和融入学校课程

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Often times, contemporary health and epidemiological practices ignore indigenous information on HIV prevention. Colonial hegemony tends to replicate indigenous knowledge bases as primordial, superstitious, and lacking vivid scientific explanation to qualify the test for medical diagnostic study. Using an information science viewpoint and an anti-colonial discursive theory, this paper challenges the skewed discernment that it is only Western knowledge production that is considered legitimate knowledge. The authors argue that indigenous HIV/AIDS information exists and can be integrated into the curriculum to complement Western knowledge paradigms on adolescent HIV prevention.

机译：通常,当代健康和流行病学实践忽视本土艾滋病毒预防的信息。倾向于复制原住民知识基地原始的迷信,缺乏生动科学解释的资格测试医学诊断研究。科学观点和反殖民主义散漫的理论,挑战倾斜洞察力,只有西方知识生产被认为是合法的知识。艾滋病毒/艾滋病的存在和可以集成的信息到西方课程的补充青少年艾滋病预防知识范式。

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《International Journal of Curriculum Development and Learning Measurement》 |2021年第1期|11-28|共18页
作者
Denis Sekiwu; Nina Olivia Rugambwa;
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作者单位

Kabale University, Uganda;

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原文格式 PDF
正文语种英语
中图分类 382B0714;
关键词
AIDS prevention; Curriculum; AdolescentIndigenous knowledgeComputer based information systems;

机译：艾滋病预防;课程;AdolescentIndigenousknowledgeComputer基础信息系统;

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Documenting Student Representation of Indigenous HIV/AIDS Information and Integration Into the School Curriculum

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