For teachers looking to lead the way in shifting attitudes about HIV and AIDS, this helpful resource offers the information needed to effectively raise awareness in students. Beginning with a general background of HIV and AIDS education, the guide covers sociocultural factors, actions to combat HIV and AIDS, resilient coping strategies, healthy school environments, and more. Emphasizing the creative use of limited resources, this is an essential manual for teachers looking to easily and adequately expose their students to the pressing issues of HIV and AIDS.

This book explores the power of educators to serve as HIV and AIDS prevention agents. The definitive text represents the work of a distinguished panel of teacher educators and health scientists who identify core information and skills effective educators of HIV and AIDS prevention should learn as they are prepared to attend to the academic and human needs of students. It assigns to teachers, in the US and abroad, the novel role of prevention agents, given their extraordinary ability to access and affect young people -- to influence their behavior. Humanizing Pedagogy considers the social, economic, racial, gender and other variables that impact the prevention of HIV and AIDS. The authors collectively assert that the process of preventing HIV and AIDS, when it considers historic and social context, can compel educators to serve not only as practitioners of knowledge, but as community agents of health and well being. Attending to HIV and AIDS issues advances the capacity and ability of educators to see and attend to the complete learner. Humanizing Pedagogy is a single volume resource for educators, in the US and abroad, interested in attending to the whole needs of the learner-and saving lives.

'Courage and Hope' gives voice to the real life experiences of 12 HIV-positive teachers 5 of whom are women from Burkina Faso, Cameroon, Ghana, Kenya, Mozambique, Rwanda, Senegal, Tanzania, and Zambia. The teachers recount their experiences of discovering their HIV-positive status and how this has affected them in their families, their communities, and their professional lives. When one teacher discovered she was HIV-positive, she lost everything her husband, her children, and her home. Now she is receiving treatment, has returned to teaching, and has reestablished her home with her children. Another teacher lost her husband to AIDS and then lost her home. She is now living positively, working to overcome stigma among students and teaching staff. The voices of these teachers suggest that a number of obstacles are commonly faced by teachers living with HIV. Paramount among them are stigma and discrimination, within their families and communities, as well as in their workplaces and society in general. The difficulties of overcoming these perceptions are complicated by a lack of confidentiality in medical facilities and the workplace. 'Courage and Hope: African Teachers Living Positively with HIV', supplied on the DVD, is a documentary film produced in 2008 in which teachers tell their own stories in their own words. Whether presented via video or print, the story of each teacher demonstrates a wide range of challenges as well as insights and successes, while also suggesting ways to more effectively address these challenges. These truly are stories of courage and hope.

This study explores how HIV-positive teachers within a specific social context understand, interpret and act on HIV and Life Skills policy. My aim was to illuminate the experiences of teachers living with AIDS and how their experiences affect the ways in which they understand and act on government policy. As a constructivist, I worked on the premise that people's experiences can best be understood by interacting with them and listening to them. I chose a narrative research design because it allowed me to explore and understand the perceptions and complexity of my research partners' experiences, and to faithfully present and represent the stories told by teachers living with AIDS. I used the data collected from the teachers' stories to write narratives that gave a first person account of the experiences of each teacher. To express my own voice in the text I created a column on the side of each page where I recorded my own experience of the process of the inquiry. I used inductive analysis in order to make sense of the field data. Rather than beginning with a theory, inductive analysis allowed me to expose the dominant and significant themes in the raw data without imposing preconceptions on the data. Three distinct themes emerged from the analysis, and formed my conceptualisation of the experiences of teachers living with AIDS: a) conflict between teacher as role model and ideal citizen, and teacher as an HIV-positive person: b) HIV illness and its impact on the body of the teacher: c) teachers as emotional actors. The main findings from the study suggest that in a context with AIDS there are limits to what education policy can achieve if it remains out of touch with a real world in which school is attended by children and teachers whose bodies are either infected or affected by the HIV virus. This is substantiated by the fact that while the HIV/AIDS policy is about bodies and about emotions, it is blind to the bodies and the emotions of those implementing it. I contend that it is this oversight that creates the wide gap between policy intentions and outcomes. Secondly the study highlights the uniqueness of HIV/AIDS education policy and its implementation which, unlike other education policies, powerfully brings to the fore the emotions of the implementers. I conclude the study by suggesting that the policy-making process be reconstructed to inscribe the real bodies and real emotions of the teachers into the policy, to shift from a purely prevention mode to one that looks at the whole prevention-to-care continuum and acknowledges that a significant majority of school pupils and teachers are infected and affected.

Courage and Hope gives voice to the real life experiences of 12 HIV-positive teachers, five of whom are women, from Burkina Faso, Cameroon, Ghana, Kenya, Mozambique, Rwanda, Senegal, Tanzania (both Mainland and Zanzibar) and Zambia. The teachers recount t.