Teaching empowerment? Gender, sexuality education and the contested pedagogical relations of knowing and being known with(in) an HIV prevention programme in South Africa
This dissertation is an exploration of the im/possibilities of knowing and being known with(in) sexuality education. The project was provoked by how sexuality education is framed as a global strategy to prevent the human immunodeficiency virus (HIV) among youth. In particular, the study aimed to pro...
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| Language: | English |
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University of British Columbia
2015
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| Online Access: | http://hdl.handle.net/2429/52646 |