CHAPTER: 4 - DATA ANALYSIS
4.2. A Description of the Research Site 1 Source of information
4.4.2. Themes that Emerged from the Document Analysis and that were explored in the Study
4.4.2. Themes that Emerged from the Document Analysis and that were explored
An essential component of HIVIAIDS education, according to the National Policy on HIVIAIDS (1999) is empowering learners to deal with a variety of situations
surrounding HIVIAIDS discourse. This includes amongst others, the role of drugs, sexual abuse, violence and sexually transmitted diseases in the transmission of HIV.
Raising awareness on prejudice and stereotypes around HIV/AIDS should also form part of HIVIAIDS education. The cultivation of an en enabling environment that fosters and nurtures a culture of non-discrimination towards persons with HIVIAIDS, should also be a key outcome of HIVIAIDS education.
The provision of accurate information pertaining to prevention and avoidance measures relating to issues such as abstinence from sexual intercourse and
immorality, the use of condoms and faithfulness to one's partner, just to mention but a few, are areas that educators need to explore with their learners. These themes should be dealt with in an accurate and scientific manner and in language and terms that are understandable. The school or institution offering such a programme is obliged to inform parents of learners of the learning content and methodology to be used, as well as of the values to be imparted.
Further, the school is expected to draw up a school policy on HIV/AIDS education.
Whilst the basic principles laid down by the National Policy on HIV/AIDS (1999) should form the basis of the school policy, the needs and values of the specific school and the specific communities it serves, should be taken into consideration in the formulation of the implementation plan. Major role-players in the wider school community, including parents; religious and community leaders; representatives of the medical profession; educators and learners, just to mention but a few, should all be consulted in the drawing up of the school policy on HIV/AIDS education. An excerpt of the school policy on HIVIAIDS of the school under study is included in this
research project (See Appendix: 5). Relevant comments on this policy and the participants perception of this policy, occur later in this chapter (Refer to Section 4.4.3).
The HIV/AIDS Emergency Guidelines for Educators (1999) asserts that educators have a pivotal role to play in spreading correct information about HIVIAIDS, in an attempt to curb the disease and its effects. Ensuring adequate access to appropriate information to both learners and educators is also an essential outcome of The Strategic Plan (2003). Special mention is made of the necessary training of all educators in HIV/AIDS education for the successful implementation of HIVIAIDS education within the school context.
The use of HIVIAIDS related materials, references and resources should be used in the execution of HIVIAIDS education, as highlighted in the National Policy on
HIV/AIDS (1999). Consequently numerous textbooks, worksheets and other learning resources were examined during the data collection and analysis processes. What follows is a discussion of some of the themes, concepts and terms that frequently pervaded much of the text on HIV/AIDS education in the material resources that were consulted.
"Sexuality" and "Sex" were two concepts that featured in several of the textbooks pertaining to HIV/AIDS, as well as in the National and School Policy on HIV/AIDS.
Noting the differences between these two concepts and critically examining, the manner in which these manifest themselves in practice, were challenges that also presented themselves in these documents. Itis for these reasons that I choose to include these concepts as part of my study.
The confusion between the terms "Sexuality Education" and "Sex Information"
frequently arose in textbooks used in HIV/AIDS Education. Special mention is also made of these terms in the policies mentioned above. Any misunderstanding created as a result of such confusion, is bound to have repercussions on the way educators and learners perceive these terms and ultimately on the process of making meaning. My study expanded on the terms by gaining insight into how the participants perceived these. The possible influence of the participants interpretations on the learning activities within the classroom context were also explored in light of their relation to the process of creating understanding among learners
The tenn "abstinence" came under much introspection in this study, as did the tenn
"promiscuous ". Both these feature prominently in The National policy on HIV/AIDS (1999); The HIV/AIDS Emergency Guidelines for Educators and in The School Policy on HIVIAIDS Education. The difficulties associated with depicting these tenns were explored in tenns of how these were understood by the participants, and how this understanding translated into practice within the classroom setting.
The manner in which the themes, tenns and concepts mentioned above manifest themselves in the classroom context, as evident in the way educators communicate within the domain of HIVIAIDS education, presents itself throughout this chapter. In addition, the way these tenns and concepts are represented visually and through text are revisited and elaborated upon in the ensuing sections, indicative of the fact that document analysis was an ongoing activity in this research project. This discussion follows a thematic based approach.
4.4.3 Knowledge of and Engagement with Policies Pertaining to HIV/AIDS Education
Teachers Y and Z claimed that they had a fairly accurate grasp of the National Policy on HIVIAIDS for Learners and Educators in Public Schools (1999) and its'
implications for classroom practice. Teacher X acknowledged the existence of this policy, but admitted that she had not engaged with the policy on a personal level.
As regards the school policy, all three educators admitted to knowing of the existence of the policy. Only Educator Y professed to having an in-depth knowledge and understanding of the document, as a result of being involved in the formulation of this policy himself. Teacher Z stated that the school policy was merely a paraphrase ofthe National Policy on HIV/AIDS-"a waste ojpaper" she added. An excerpt from the school's policy on HIV/AIDS can be found in the Appendix section of this
dissertation (Refer to Appendix: 5). With regard to her sentiments on the school policy, Teacher X expressed the need for assistance as the statement that follows reveals.
"What we need, are practical suggestions as to how to implement this policy at classroom level with the learners, and how to make itworkjor us."(Educator X)
According to both level one educators, the policies could only be used on the school premises, making access to these documents fairly limited within school and
unavailable to educators outside school. Due to time constraints, teachers were unable to engage meaningfully with these policies because of the restrictions on the availability of these documents. Meeting the expectations of these policies, was hence, left to chance, or done incidentally.
"The way I see it, is that we need to identifY core issues relating to the HIVIAIDS discourse ", and work on formulating learning programmes around these. However, the relevant support structures, for example guidance on how to design and structure lessons on controversial topics such as 'Safer Sexual Practices', to assist in this process, are non-existent.
If
these do exist, we are not aware ofthem " (Teacher Z).Teacher X admitted to requiring assistance, in the interpretation of these policies and, in the translation of its' broader aims into attainable outcomes that can find
application within the classroom context, whilst at the same time being relevant to learners.
Itis clear from the data presented above that there were numerous restrictions placed on the availability and use of policy documents pertaining to HIV/AIDS, to educators.
As highlighted by Teacher Z, there was a lack of support structures in place for development among teachers at the school in HIVIAIDS education. Also evident was the varying degrees of knowledge and understanding pertaining to policy documents amongst the three participants.
4.4.4. The Role of Training and Development in the Shaping of Understanding