The study has highlighted the use of the digital archive for not only storing, managing, retrieving, preserving, and analysing visual data, but also of extending its use to bring about social change. Themes that emerged from educators' discussions were: working with the content of the archive; using the archive for learning and teaching; using the archive for engaging with stigma in the school; and using the archive for change in the community.
Looking at the above findings through the lenses of psycho-social and ecosystemic approaches, it is seen that they emphasise addressing HIV-related stigma in an integrated manner (Donald et al., 2002). Interventions should also encompass bio- psychosocial understanding at all levels of the ecosystem. Lamming (2006) concurs that HIV is a biomedical issue which impacts on all spheres, that is, psychological functioning of the individual as well as the social environment, as is the case of HIV- related stigma. I reiterate that stigma should not be treated in isolation of HIV and AIDS. Education remains an effective strategy in the absence of a cure for the virus. A re-conceptualisation of both research and education as a process whereby participants become knowledge producers (Mitchell & Smith, 2003; Stuart, 2006), is required.
6.2.1 Working with the content of the archive
Regarding the first theme, working with the content of the digital archive, highlighted the archive as a useful tool in interpreting the visual data in the archive in new ways to increase awareness and stimulate dialogue among participants. The captions which accompanied the photographs were of importance as they could be used to further explore and deepen the understanding of HIV-related stigma. The participants suggested further coding and recoding by the school community to add more
information and richness to the metadata of the photographs. This emphasises the possibility of re-use of such an archive which contains local and relevant knowledge.
Haour-Knipe‟s study (as cited in Moletsane et al., 2007) concurs and concludes that stigmatisation can be eliminated only when new understanding about HIV and AIDS- related stigma and new ways of taking action by individuals and groups, are in place.
Of key importance here is the participant input, which makes the new knowledge, i.e.
new metadata, relevant and appropriate.
6.2.2 Using the archive for learning and teaching
In relation to using the digital archive in the school community, it is natural that educators' discussions of using the digital archive revolved around it as a pedagogical tool. While the focus of transferring information on HIV-related stigma was not lost, educators suggested that using the digital archive was an interesting way of learning, possibly referring to the archive‟s ability to eliminate what Mitchell and Smith (2003) identified as a „sick of AIDS‟ syndrome. The use of computer technology brings with it a sense of innovation and excitement, particularly so in a rural school community. The possibility of each learner engaging with the photos and captions either individually or in groups is important in providing spaces to initiate and sustain a dialogue for issues which are not easily discussed, that is, sexuality, HIV and AIDS and stigma (Pithouse &
Mitchell, 2007). The principle of individualisation while working on a computer, opens up the possibility of each learner having the opportunity to make his or her voice heard.
What also became clear is that the digital archive was talking to their curriculum, that it could be integrated across the curriculum in an interactive and participatory way (DoE, 2002). Drawing on performance as a way of raising the issue of empathy, problem solving, and agency (Merril, 2007) is especially important in the African context.
Furthermore, the digital archive can be a tool to facilitate skills development, firstly computer skills, but also problem solving skills, which are needed in modern South African society.
6.2.3 Using the archive for engaging with stigma in the school community
Stigma still prevails in the community to the extent that some people were not
comfortable about disclosing their HIV status, even within their immediate families.
Participants showed awareness of the stigma that still exists in their community as well as its impact on individuals and groups. Therefore, the digital archive in use was seen as an important tool to break the silence among individuals, to project feelings and to encourage disclosure.
Furthermore, the educators considered it a resource to elicit learners‟ ideas for school policy development and as a reminder of existing policies, for example, the human rights policy. A sense of agency was promoted as educators themselves, through engagement with the archive, were moved to discuss the need for taking action. The need to thoroughly understand stigma before it can be dealt with constructively was highlighted, recognising the possibility of extending the „message‟ in the archive to the wider community. Additionally, they suggested using the digital archive for transferring information about the availability of ARVs and the benefits of voluntary counselling and testing (VCT), which is not often emphasised (Hammil et al., 2006).
Treating HIV as a medical condition that can be managed like all chronic diseases must be taught in the schools, and filtered through to the community. The educators also proposed raising awareness of HIV prevention, and how the stigma related to rape and pregnancy could increase the risk of contracting HIV. They saw the possibility of providing HIV-related stigma solutions which are relevant to their own community‟s problems.
6.2.4 Using the archive for change in the community
While the digital archive was explored with educators, it was apparent that the school is part of the wider community. They suggested the use of the archive for social change in the whole community. This included regenerating „ubuntu‟, that is, personhood amongst individuals in the community. The need to eradicate stigma through support, trust, compassion and caring, was highlighted. The idea of addressing cultural norms and gender issues become important when considering stigma in a rural community.
What was also clear was that the digital archive could help bridge the gender digital divide, since both males and females were attracted to the use of computers and the data projector to access the digital archive.