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dc.contributor.authorDi Monte-Milner, Giovanna
dc.contributor.authorGill, A
dc.date.accessioned2019-10-09T13:35:17Z
dc.date.available2019-10-09T13:35:17Z
dc.date.issued2017
dc.identifier.citationDi 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.en_US
dc.identifier.doi10.20853/31-1-924
dc.identifier.urihttp://hdl.handle.net/10545/624212
dc.description.abstractThis 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’.en_US
dc.description.sponsorshipN/Aen_US
dc.language.isoenen_US
dc.publisherSouth African Journal of Higher Educationen_US
dc.relation.urlhttps://www.journals.ac.za/index.php/sajhe/article/view/924en_US
dc.subjectpedagogical practiseen_US
dc.subjectHIVen_US
dc.subjectAIDSen_US
dc.subjectinterior designen_US
dc.subjectAIDS fatigueen_US
dc.subjectcurriculum-integrationen_US
dc.titleAn effective pedagogical practise for integrating HIV and AIDS into tertiary education: an interior design case studyen_US
dc.typeArticleen_US
dc.identifier.eissn17535913
dc.contributor.departmentUniversity of Johannesburgen_US
dc.identifier.journalSouth African Journal of Higher Educationen_US
dcterms.dateAccepted2017
refterms.dateFOA2019-10-09T13:35:18Z
dc.author.detail786677en_US


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