Documenting Student Representation of Indigenous HIV/AIDS Information and Integration Into the School Curriculum

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Date

2021

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Journal ISSN

Volume Title

Publisher

International Journal of Curriculum Development and Learning Measurement

Abstract

Often times, contemporary health and epidemiological practices ignore indigenous information on HIV prevention. Colonial hegemony tends to replicate indigenous knowledge bases as primordial, superstitious, and lacking vivid scientific explanation to qualify the test for medical diagnostic study. Using an information science viewpoint and an anti-colonial discursive theory, this paper challenges the skewed discernment that it is only Western knowledge production that is considered legitimate knowledge. The authors argue that indigenous HIV/AIDS information exists and can be integrated into the curriculum to complement Western knowledge paradigms on adolescent HIV prevention.

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Keywords

Adolescents, Anti-Colonialism, Health Curriculum, HIV Prevention, HIV/AIDS, Indigenous Knowledge, Information Systems, Schooling

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