Education about HIV/AIDS--theoretical underpinnings for a practical response

Abstract

Human immunodeficiency virus (HIV)- and acquired immunodeficiency syndrome (AIDS)-related education is seen by many as central to increasing young people's awareness of, as well as decreasing their vulnerability to, HIV. There is less agreement, however, on the central goals of HIV- and AIDS-related education and the form it might best take. This paper offers a conceptual framework for understanding some of the main approaches to HIV- and AIDS-related education being implemented today, drawing a distinction between approaches which are 'scientifically' informed; those that draw upon notions of 'rights' and those which are overtly 'moralistic' in the sense that they promote conservative moral positions concerning sexuality and sexual acts. In outlining these three approaches, we examine different ways in which the terms 'science', 'rights' and 'moral values' are conceptualized and some of the key assumptions underpinning different forms of HIV- and AIDS-related education. Findings will be useful for those desiring to develop a typology of approaches to HIV- and AIDS-related education and their potential effects.

Young people’s perceptions of relationships and sexual practices in the abstinence-only context of Uganda

“…Supporters of abstinence-only sexuality education programmes fear that discussing sex encourages young people to become sexually active. In contrast, supporters of comprehensive sexuality education programmes claim that young people are active sexual agents who construct and negotiate their sexuality and, therefore, need evidence-based information to make well-informed decisions regarding their sexual and reproductive health and rights (Bhana 2007;Greslé-Favier 2013;Miedema, Maxwell, and Aggleton 2011;Robinson 2012). The European Expert Group on Sexuality Education (2016) has recently argued that narrow interpretations of comprehensive sexuality education have downgraded the meaning of comprehensive sexuality education programmes to the category of abstinence-plus programmes (Nixon et al 2011).…”

HIV/AIDS among young women in Malawi: A review of risk factors and Interventions

“…These include peer education, media communication, school-based HIV prevention education and behavioural counselling (Baxter & Abdool Karim, 2016). Evidence suggests that school-based HIV prevention education increases young people's knowledge of HIV and mitigates risky practices associated with HIV (Butts et al, 2017;Fonner, Armstrong, Kennedy, O'Reilly, & Sweat, 2014;Miedema, Maxwell, & Aggleton, 2011).…”

‘Virginity is a Virtue: Prevent Early Sex’ – Teacher perceptions of sex education in a Ugandan secondary school

“…Approaches to sex education seeking to fulfil these rights stress the importance of broad-based curricula that provide young people with a broad range of options and information on sexuality and sexual health. This places the emphasis on young people as social actors, and promotes their ability to make informed decisions about their sexual lives according to their own interests, circumstances and needs (Stone and Ingham 2006;Jones 2011;Miedema, Maxwell, and Aggleton 2011).…”

“…Protectionist approaches often give rise to restrictive and morally conservative approaches to sex education advocating abstinence, delay, partner reduction and restraint (Jones 2011;Miedema, Maxwell, and Aggleton 2011). Many, but perhaps not all, tend to normalise heterosexuality, portray young women's sexuality as potentially problematic, and see legitimate sexual expression as occurring only within the context of established heterosexual marriage (Jones 2011, 374;Miedema, Maxwell, and Aggleton 2011).…”

“…Many, but perhaps not all, tend to normalise heterosexuality, portray young women's sexuality as potentially problematic, and see legitimate sexual expression as occurring only within the context of established heterosexual marriage (Jones 2011, 374;Miedema, Maxwell, and Aggleton 2011). Sex education based on these views is often characterised by 'narrow religiously-based encouragement to abstain from sexual activity' (Stone and Ingham 2006, 194).…”