An effective pedagogical practise for integrating HIV and AIDS into tertiary education: an interior design case study
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924-4417-2-PB_ Gill and Di ...
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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.Journal
South African Journal of Higher EducationDOI
10.20853/31-1-924Additional Links
https://www.journals.ac.za/index.php/sajhe/article/view/924Type
ArticleLanguage
enEISSN
17535913ae974a485f413a2113503eed53cd6c53
10.20853/31-1-924