An effective pedagogical practise for integrating HIV and AIDS into tertiary education: An Interior Design case study
AbstractÂ This article discusses a pedagogical practise used to introduce HIV and AIDS content into an existing Interior Design curriculum from a creative praxis perspective. Â 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 Africaâ€™s public Higher Education Institutions. Â 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. Â Studentsâ€™ proposals were analysed against their ability to promote HIV and AIDS prevention and create appropriate meaning amongst the target group. Â 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 â€˜new literacy of AIDSâ€™ required to counter â€˜AIDS fatigueâ€™.Â Â
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