1. Objectifs

Intentions :
«I would like my thesis to serve as a guide for teachers who are enduring difficulties in the area of teaching HIV/AIDS and even teachers who are in pre-service training. […] I wanted to identify how these teachers represented themselves and how they understood their pedagogy.» (p. 25)

Questions/Hypothèses :
«[1] What are the aims of teaching HIV/AIDS education? Does the teacher become self-reflective in the process? [2] What prior knowledge/resources are valuable for teachers to hold in order to facilitate a discussion on HIV/AIDS in the classroom? Is training available? [3] If teachers do not hold prior knowledge, how do they go about providing information to their students? [4] What is your knowledge of the history of HIV/AIDS? How do teachers go about discussing myths and stigma attached to HIV/AIDS? [5] What are teachers’ personal experiences, if any, with teaching HIV/AIDS? How do teachers adapt HIV/AIDS information, so that students can become owners of such knowledge?» (p. 25)

2. Méthode

Échantillon/Matériau :
Four teachers took part in this study. «Volunteer teachers taught at a high school situated approximately 25 minutes from the downtown Montréal area. […] This is also a multiethnic high school situated in a multiethnic neighborhood.» (p. 25)

Instruments :
Guide d’entretien

Type de traitement des données :
Analyse de contenu

3. Résumé

«In 2005, the Québec Ministry of Education cut what was five (5) hours of sex education […] per year from the secondary school curriculum. Consequently, […] teachers holding specializations in English and Language Arts, Science & Technology or Moral and Religious Education were charged to integrate sexual health education into their course. High schools, being highly sexualized sites, act as a channel for sexual initiation and exploration. Thus, teachers can be catalysts to providing valuable and life-altering information around HIV/AIDS to their students. Their narratives were collected to identify their classroom strategies, their awareness of HIV/AIDS, and the challenges they encountered when discussing the subject in their classroom. […] A minimal understanding of HIV/AIDS, and a lack of consistent training and access to accurate resources underlined how teachers understood and evaluated HIV/AIDS information. These dynamics, in turn, influenced the way their students comprehended the virus and viewed the marginalized communities most affected.» (p. iii) Le manque de soutien de la part des parents constitue l’un des principaux enjeux auquel les enseignants doivent faire face.