Documenting Student Representation of Indigenous HIV/AIDS Information and Integration Into the School Curriculum
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....
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Published: |
International Journal of Curriculum Development and Learning Measurement
2021
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.12493/489 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | 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. |
|---|