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An investigation into the curriculum ideology that foregrounds the presentation of HIV/AIDS content in selected South Africa Life Sciences textbooks

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dc.contributor.author Mnguni, Lindelani
dc.date.accessioned 2019-08-01T04:30:05Z
dc.date.available 2019-08-01T04:30:05Z
dc.date.issued 2019-07-11
dc.identifier.citation Mnguni, L. An investigation into the curriculum ideology that foregrounds the presentation of HIV/AIDS content in selected South Africa Life Sciences textbooks. IJ STEM Ed 6, 25 (2019)
dc.identifier.uri https://doi.org/10.1186/s40594-019-0179-y
dc.identifier.uri http://uir.unisa.ac.za/handle/10500/25633
dc.description.abstract Background: Research suggests that the South African school curriculum, including subjects such as Life Sciences, may be failing to address students’ socio-scientific challenges such as HIV/AIDS. This could be due to the curriculum ideology that foregrounds content presented in the school subjects and related instructional designs. Given the increasing prevalence of HIV/AIDS among the youth, the present research sought to investigate the nature of HIV/AIDS presented in the curriculum together with the curriculum ideologies that foreground this knowledge. Methods: A mixed-methods approach was followed in line with the realism research paradigm. Inductive document analysis was performed on five purposively selected Life Sciences textbooks to determine curriculum ideologies that foreground the presentation of HIV/AIDS knowledge. A previously validated open-ended instrument was used to generate data, which were then analyzed inductively. Results: Results show that HIV/AIDS knowledge is presented in the Life Sciences textbooks as stand-alone topics and as integrated concepts in other topics. This knowledge was found to be predominantly academic. Results in this instance show that HIV/AIDS content is foregrounded by the discipline-centered ideology rather than the student and citizenship-centered ideologies, which are better suited for social justice, citizenship education, and student and social accountability. Conclusion: It is concluded that the Life Sciences will probably not lead to social empowerment of student concerning HIV/AIDS.
dc.format.extent 1 online resource (11 pages) : color graph
dc.language.iso en
dc.rights © The Author(s). 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made en
dc.rights.uri http://creativecommons.org/licenses/by/4.0/
dc.subject Curriculum ideologies en
dc.subject HIV/AIDS education en
dc.subject Life Sciences en
dc.subject School curriculum en
dc.subject.ddc 570.71268
dc.subject.lcsh Life sciences -- Study and teaching (Secondary) -- South Africa en
dc.subject.lcsh Life sciences -- South Africa -- Textbooks en
dc.subject.lcsh AIDS (Disease) -- Study and teaching (Secondary) -- South Africa en
dc.subject.lcsh Curriculum planning -- South Africa en
dc.title An investigation into the curriculum ideology that foregrounds the presentation of HIV/AIDS content in selected South Africa Life Sciences textbooks
dc.type Article
dc.description.department Science and Technology Education en
dc.date.updated 2019-08-01T04:30:06Z
dc.rights.holder The Author(s)


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© The Author(s). 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made Except where otherwise noted, this item's license is described as © The Author(s). 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made

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