Original Articles

HIV/AIDS Education in Butare-ville Secondary Schools (Rwanda): Analyzing Pedagogic Discourse Using a Bernsteinian Framework

Published in: Journal of Psychology in Africa
Volume 18, issue 3, 2008 , pages: 457–464
DOI: 10.1080/14330237.2008.10820222
Author(s): Wayne HugoUniversity of KwaZulu-Natal, South Africa, Vedaste NyilimanaKigali Institute of Education, Rwanda


This article presents three case studies of how HIV/AIDS education is being organized and taught in Rwanda. It analyses what teachers were doing in 2005 through classroom teaching to safeguard young people from HIV/AIDS. A pedagogic framework is introduced and used as an analytical device that provides a coherent educational language of description for exploring HIV/AIDS education in pedagogic terms, enabling comparative work across classrooms, schools, districts, provinces and countries. Ten pedagogic variables across the three classrooms are analyzed. The findings point to a clash between the pedagogic style employed by the teachers and a pedagogy needed for engaging with life style changing behaviour demanded by HIV/AIDS education.

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