{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/8210"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/8210","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"An analysis of the factors shaping teachers' understanding of HIV/AIDS","abstract":"This study examined factors shaping teachers' understanding, experience, and teaching about sexuality and HIV/AIDS in some schools in the Western Cape and Mpumalanga, South Africa. Through the use of in-depth, semi-structured interviews with teachers and participant classroom observations in a select number of primary and secondary schools in the Western Cape and Mpumalanga, the study addressed two pertinent questions relating to (a) the content and form of HIV/AIDS and sexuality discourses in school and, (b) what actually happens in the act of teaching when HIV/ AIDS and sexuality is the focus. It began by asking questions about who the teachers are and what it is about themselves that they bring into the classroom. Questions were raised too, about what happens in classrooms when teachers invoke the body in its physical and sexual form, a body usually absent in the public arena of the classroom. The study worked from the premise that what teachers do in the classroom is not neutral.","abstract_html":"This study examined factors shaping teachers' understanding, experience, and teaching about sexuality and HIV/AIDS in some schools in the Western Cape and Mpumalanga, South Africa. Through the use of in-depth, semi-structured interviews with teachers and participant classroom observations in a select number of primary and secondary schools in the Western Cape and Mpumalanga, the study addressed two pertinent questions relating to (a) the content and form of HIV/AIDS and sexuality discourses in school and, (b) what actually happens in the act of teaching when HIV/ AIDS and sexuality is the focus. It began by asking questions about who the teachers are and what it is about themselves that they bring into the classroom. Questions were raised too, about what happens in classrooms when teachers invoke the body in its physical and sexual form, a body usually absent in the public arena of the classroom. The study worked from the premise that what teachers do in the classroom is not neutral.","abstract_has_math":false,"creators":["Baxen, Mary Jean"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Soudien, Crain"],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006","date_published":"2006","updated_at":"2026-07-22T22:22:38Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/8210","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Soudien, Crain"]},{"key":"dc:creator","label":"Author","values":["Baxen, Mary Jean"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-10-06T12:12:13Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-10-06T12:12:13Z"]},{"key":"dc:date.issued","label":"Date","values":["2006"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["PhD"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/8210"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references (leaves 312-327)."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study examined factors shaping teachers' understanding, experience, and teaching about sexuality and HIV/AIDS in some schools in the Western Cape and Mpumalanga, South Africa. Through the use of in-depth, semi-structured interviews with teachers and participant classroom observations in a select number of primary and secondary schools in the Western Cape and Mpumalanga, the study addressed two pertinent questions relating to (a) the content and form of HIV/AIDS and sexuality discourses in school and, (b) what actually happens in the act of teaching when HIV/ AIDS and sexuality is the focus. It began by asking questions about who the teachers are and what it is about themselves that they bring into the classroom. Questions were raised too, about what happens in classrooms when teachers invoke the body in its physical and sexual form, a body usually absent in the public arena of the classroom. The study worked from the premise that what teachers do in the classroom is not neutral."]},{"key":"dc:title","label":"Title","values":["An analysis of the factors shaping teachers' understanding of HIV/AIDS"]}]}],"canonical_facts":{"dc:contributor.advisor":["Soudien, Crain"],"dc:creator":["Baxen, Mary Jean"],"dc:date.accessioned":["2014-10-06T12:12:13Z"],"dc:date.available":["2014-10-06T12:12:13Z"],"dc:date.issued":["2006"],"dc:description":["Includes bibliographical references (leaves 312-327)."],"dc:description.abstract":["This study examined factors shaping teachers' understanding, experience, and teaching about sexuality and HIV/AIDS in some schools in the Western Cape and Mpumalanga, South Africa. 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