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    An effective pedagogical practise for integrating HIV and AIDS into tertiary education: an interior design case study

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    Authors
    Di Monte-Milner, Giovanna cc
    Gill, A
    Affiliation
    University of Johannesburg
    Issue Date
    2017
    
    Metadata
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    Abstract
    This article discusses a pedagogical practise used to introduce HIV and AIDS content into an existing Interior Design curriculum from a creative praxis perspective. Curriculum-integration is a key strategy of the Higher Education HIV/AIDS Programme (HEAIDS), which was established to develop and support HIV-mitigation programmes at South Africa’s public Higher Education Institutions. Students within the Faculty of Art, Design and Architecture at the University of Johannesburg engaged in a spatial intervention project that was structured around project-based learning strategies and constructivist teaching values. Students’ proposals were analysed against their ability to promote HIV and AIDS prevention and create appropriate meaning amongst the target group. The paper suggests that the methodology proved effective because it did not require radical curriculum transformation; aligned with existing programme outcomes; and demonstrated potential to contribute to the ‘new literacy of AIDS’ required to counter ‘AIDS fatigue’.
    Citation
    Di Monte-Milner, G. (2017). 'An effective pedagogical practise for integrating HIV and AIDS into tertiary education: an interior design case study'. African Journal of Higher Education, 31(1), pp. 1-15. DOI: 10.20853/31-1-924.
    Publisher
    South African Journal of Higher Education
    Journal
    South African Journal of Higher Education
    URI
    http://hdl.handle.net/10545/624212
    DOI
    10.20853/31-1-924
    Additional Links
    https://www.journals.ac.za/index.php/sajhe/article/view/924
    Type
    Article
    Language
    en
    EISSN
    17535913
    ae974a485f413a2113503eed53cd6c53
    10.20853/31-1-924
    Scopus Count
    Collections
    D-MARC
    School of Arts

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