Peer education, gender and the development of critical consciousness: participatory HIV prevention by South African youth
Peer education, gender and the development of critical consciousness: participatory HIV prevention by South African youth
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DOI：
10.1016/s0277-9536(01)00289-1
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发表时间：
2002-07-01
影响因子：
5.4
通讯作者：
MacPhail, C
中科院分区：
文献类型：
--
作者：
Campbell, C;MacPhail, C
尽管参与性同伴教育作为一种艾滋病毒预防战略在全世界越来越受欢迎，但我们对它对性规范的影响的基本过程的理解仍处于起步阶段。从假设性别不平等在推动年轻人之间的流行病发挥关键作用，我们概述了一个框架，概念化成功的同龄相互教育的过程。我们借鉴了社会身份、赋权（特别强调弗莱雷对批判意识的描述）和社会资本的相互关联的概念。此后，我们提供了一个关键的案例研究，以学校为基础的同伴教育计划，在南非乡镇学校，借鉴纵向案例研究的方案，访谈和焦点小组与年轻人在乡镇。我们的研究突出了该计划本身的一些特点，以及它实施的更广泛的背景，这可能会破坏批判性思维和赋权的发展，我们认为这是计划成功的关键先决条件。就方案本身而言，这些问题包括同伴教育者偏爱教学方法和生物医学框架，同伴教育者之间的性别动态不平等，学校环境的高度管制和教师主导的性质，以及学习者对方案的消极态度。关于该方案更广泛的背景，我们指出一些因素，如在同龄人教育环境之外就性问题进行交流的机会有限、性关系方面的成人榜样不佳、贫穷和失业、社会资本水平低以及社区设施差。我们讨论了我们的研究结果的影响，设计同伴教育活动，并指出一些更广泛的社会和社区发展的举措，将最大限度地提高方案成功的可能性。(C)2002爱思唯尔科技有限公司版权所有。
Despite the growing popularity of participatory peer education as an HIV-prevention strategy worldwide, our understandings of the processes underlying its impact on sexual norms are still in their infancy. Starting from the assumption that gender inequalities play a key role in driving the epidemic amongst young people, we outline a framework for conceptualizing the processes underlying successful peer education. We draw on the inter-locking concepts of social identity, empowerment (with particular emphasis on Freire's account of critical consciousness) and social capital. Thereafter we provide a critical case study of a school-based peer education programme in a South African township school, drawing on a longitudinal case study of the programme, and interviews and focus groups with young people in the township. Our research highlights a number of features of the programme itself, as well as the broader context within which it was implemented, which are likely to undermine the development of the critical thinking and empowerment which we argue are key preconditions for programme success. In relation to the programme itself, these include peer educators' preference for didactic methods and biomedical frameworks, unequal gender dynamics amongst the peer educators, the highly regulated and teacher-driven nature of the school environment and negative learner attitudes to the programme. In relation to the broader context of the programme, we point to factors such as limited opportunities for communication about sex outside of the peer educational setting, poor adult role models of sexual relationships, poverty and unemployment, low levels of social capital and poor community facilities. We discuss the implications of our findings for the design of peer educational activities, and point to a number of broader social and community development initiatives that would maximize the likelihood of programme success. (C) 2002 Elsevier Science Ltd. All rights reserved.