The knowledge gap: examining the rhetoric and implementation of peer education for HIV prevention in Myanmar.
Saved in:
| Title: | The knowledge gap: examining the rhetoric and implementation of peer education for HIV prevention in Myanmar. |
|---|---|
| Authors: | Fletcher, Gillian1 (AUTHOR) g.fletcher@latrobe.edu.au |
| Source: | Sex Education. Jul2015, Vol. 15 Issue 4, p378-391. 14p. |
| Subject Terms: | *Peer teaching, *Rhetoric research, *Education, *Knowledge base, Knowledge gap theory, Phronesis, Facts (Philosophy), HIV prevention, Interviewing, Sex work, Research funding, Affinity groups, Judgment sampling, Thematic analysis, Health literacy, Data analysis software, Descriptive statistics |
| Geographic Terms: | Myanmar |
| Abstract: | In this paper, I report on an examination of the rhetoric and implementation of peer education in Myanmar. I demonstrate that while there was widespread consistency on interviewees' views of what peer education should involve, there was a significant gap between this rhetoric and the ways in which peer education was implemented, particularly in relation to the training of peer educators. It is my argument that this gap occurred because of failure to utilise, or even recognise, a particular form of knowledge: knowledge asphronesis, which is most commonly translated as ‘practical wisdom’ and incorporates factual, emotional and experiential knowledge. Instead, as I show, the pedagogic processes in use in peer education practice in Myanmar drew on an (unexpressed) understanding of knowledge asepisteme: a form of knowledge that is facts-based, technical and presumed objective. [ABSTRACT FROM PUBLISHER] |
| Copyright of Sex Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In this paper, I report on an examination of the rhetoric and implementation of peer education in Myanmar. I demonstrate that while there was widespread consistency on interviewees' views of what peer education should involve, there was a significant gap between this rhetoric and the ways in which peer education was implemented, particularly in relation to the training of peer educators. It is my argument that this gap occurred because of failure to utilise, or even recognise, a particular form of knowledge: knowledge asphronesis, which is most commonly translated as ‘practical wisdom’ and incorporates factual, emotional and experiential knowledge. Instead, as I show, the pedagogic processes in use in peer education practice in Myanmar drew on an (unexpressed) understanding of knowledge asepisteme: a form of knowledge that is facts-based, technical and presumed objective. [ABSTRACT FROM PUBLISHER] |
|---|---|
| ISSN: | 14681811 |
| DOI: | 10.1080/14681811.2015.1028529 |
