Humanizing Pedagogy Through HIV and AIDS Prevention: Transforming Teacher Knowledge

405 Pages·2006·1.991 MB·English

by  American Association of Colleges for Teacher Education

HUMANIZING PEDAGOGY
THROUGH HIV AND AIDS PREVENTION
Series in Critical Narrative
Edited by Donaldo Macedo
University of Massachusetts Boston
Now in print
The Hegemony of English
by Donaldo Macedo, Bessie Dendrinos, and
Panayota Gounari (2003)
Letters from Lexington: Reflections on Propaganda
New Updated Edition
by Noam Chomsky (2004)
Pedogogy of Indignation
by Paulo Freire (2004)
Howard Zinn on Democratic Education
by Howard Zinn with Donaldo Macedo (2005)
Critical Literacy: What Every American Ought to Know
by Eugene F. Provenzo, Jr. (2005)
How Children Learn: Getting Beyond the Deficit Myth
by Terese Fayden (2005)
The Globalization of Racism
edited by Donaldo Macedo and Panayota Gounari (2006)
Humanizing Pedagogy Through HIV/AIDS Prevention:
Transforming Teacher Knowledge
coordinated by the American Association of Colleges for
Teacher Education with Carl A. Grant and
Liane M. Summerfield (2006)
Forthcoming in the series
Science, Truth, and Ideology
by Stanley Aronowitz (2006)
Pedogogy of Dreaming
by Paulo Freire (2006)
Dear Paulo: Letters from Teachers
by Sonia Nieto (2006)
HUMANIZING PEDAGOGY
THROUGH HIV AND AIDS PREVENTION
TRANSFORMING TEACHER KNOWLEDGE
COORDINATED BY THE
AMERICAN ASSOCIATION OF COLLEGES FOR
TEACHER EDUCATION
WITH
CARL A. GRANT AND LIANE M. SUMMERFIELD
The American Association of Colleges for Teacher Education is a national voluntary
association of colleges and universities with undergraduate or graduate programs to
prepare professional educators. The association supports programs in data gathering,
equity, leadership development, networking, policy analysis, professional issues, and
scholarship.
The opinions, conclusions, and recommendations expressed in this publication do not
necessarily reflect the views or opinions of the American Association of Colleges for
Teacher Education. AACTE does not endorse or warrant this information. AACTE is
publishing this document to stimulate discussion, study, and experimentation among
educators. The reader must evaluate this information in light of the unique circumstances
of any particular situation and must determine independently the applicability of this
information thereto.
First published 2006 by Paradigm Publishers
Published 2016 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
711 Third Avenue, New York, NY 10017, USA
Routledge is an imprint of the Taylor & Francis Group, an informa business
Copyright © 2006 , Taylor & Francis.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form
or by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Notice:
Product or corporate names may be trademarks or registered trademarks, and are used only for
identification and explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data has been applied for.
ISBN 13 : 978-1-59451-259-9 (hbk)
ISBN 13 : 978-1-59451-260-5 (pbk)
Designed and Typeset by Straight Creek Bookmakers.
CONTENTS
(cid:4)
Foreword: AIDS and Human Dignity, Donaldo Macedo ix
Preface, Mwangaza Michael-Bandele xxiii
Introduction, Liane M. Summerfield and Carl A. Grant xxvii
PART I: HUMANIZING PEDAGOGY
Overview 1
Jerry Rosiek
1 HIV/AIDS and Current Conceptions of Teacher Education 3
Jerry Rosiek
2 On the Indispensable Qualities of Progressive Teachers
for Their Better Performance 22
Paulo Freire
3 Disability Studies as Insight: Deploying Enabling Pedagogies
in HIV/AIDS Education 31
Nirmala Erevelles
4 Building Trust Through Cooperation in the AIDS
Education Classroom 50
James M. Mitchell
PART II: THE SCIENCE AND SKILL OF HIV AND AIDS PREVENTION
Overview 59
Yolanda S. George
5 The Science, Treatment, and Prevention of HIV/AIDS 61
Yolanda S. George and Matthew George, Jr.
(cid:75)
Contents
6 Inquiry-Based Approaches to HIV/AIDS Prevention
Education: Standards, Practices, and Outcomes 75
Joan L. Sattler and Francesca Armmer
7 Preparing Teachers as Prevention Agents:
An On-Line Learning Course 97
James M. Mitchell, Farah A. Ramirez-Marrero, and
Mose Yvonne Brooks Hooks
PART III: DIVERSITY IN TEACHING AND LEARNING
Overview 111
Thomas W. Sileo
8 HIV/AIDS: A Global Human Rights Issue 113
Nancy M. Sileo and Thomas W. Sileo
9 Influences of Family and Cultural Values, Language,
and Religion on HIV/AIDS Behavior Change 132
Mose Yvonne Brooks Hooks, Thomas W. Sileo, and
Valerie L. Mazzotti
10 HIV/AIDS: Sexuality and Disability 164
Wanda J. Blanchett and Mary Anne Prater
11 HIV/AIDS: Understanding Men’s Decisions and Choices 185
Reginald Fennell
PART IV: INTERNATIONAL DIMENSIONS OF PREVENTION
Overview 203
Beverly Lindsay
12 Multifaceted Policy Challenges and Motifs Concerning
HIV/AIDS in International Higher Education Venues 205
Beverly Lindsay
13 Postcolonial Perspectives in Constructing Teacher
Knowledge About HIV/AIDS 222
Ladislaus M. Semali
(cid:75)(cid:62)
Contents
14 African Tertiary Institutions’ Response to the HIV/AIDS
Epidemic: Current Practices and the Way Forward 242
Barnabas Otaala
15 HIV/AIDS Affecting Postsecondary Education in
South Asia 268
Neena Khanna
PART V: TRANSFORMATIVE PRAXIS IN SCHOOL AND COMMUNITY
Overview 287
Dirck Roosevelt
16 Cultivating a Heartfelt Sense of Community: An Essential
Teacher Competency for Preventing HIV and AIDS 295
Lisa Green-Derry and Mwangaza Michael-Bandele
17 A Conversation on HIV/AIDS Education and
Teacher Education in Science and Mathematics 313
Bill Rosenthal and Elaine V. Howes
18 Establishing Ties: HIV Prevention Through Facilitation:
The Case of Mujer Sana—“Healthy Woman” 337
Rosi Andrade, Luis Moll, Sally Stevens, and
Karen Spear-Ellinwood
Additional Resources 359
Index 363
About the Authors 369
(cid:75)(cid:62)(cid:62)
This page intentionally left blank
FOREWORD
AIDS AND HUMAN DIGNITY
(cid:4)
The global pattern of AIDS death—2.4 million in sub-Saharan Africa
last year, out of 3 million worldwide; only 20,000 in North America
but most in minority communities—also evokes the racial order of
old South Africa. To date, access to life-saving medicines and care for
people living with HIV and AIDS have been largely determined by
race, class, gender, and geography.1
The uprising in France among North African and Arab youths, the
unveiling by Hurricane Katrina of the grotesque poverty delimited by
race in New Orleans, and the HIV/AIDS pandemic in many African
countries demonstrate, once more, the challenges we are facing as we
enter the twenty-first century. No longer can we afford to address the
enormity of world problems through the reductionistic lens of science
alone—an approach to the world that has too often precluded under-
standing of how the interaction among critical factors such as race, class,
gender, and sexual orientation produce human misery and despair.
The authors of Humanizing Pedagogy Through HIV/AIDS Preven-
tion make a convincing argument that, although rigorous scientific
intervention is needed to address the current HIV/AIDS pandemic
worldwide, this intervention must take place within a global understand-
ing of the material conditions that produce specific manifestations of
human misery—conditions of racism and exclusion that make it easier
to exploit other human beings. For example, although scientists have
made important inroads in better understanding the underlying biologi-
cal factors inherent in HIV/AIDS, drug company executives, through
their monopoly on the market, not only exploit those who have the least
means to access HIV/AIDS treatment but they also exclude millions of
(cid:62)(cid:77)