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The Knowledge Gap: Examining the Rhetoric and Implementation of Peer Education for HIV Prevention in Myanmar

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Bibliographic Details
Title: The Knowledge Gap: Examining the Rhetoric and Implementation of Peer Education for HIV Prevention in Myanmar
Language: English
Authors: Fletcher, Gillian
Source: Sex Education: Sexuality, Society and Learning. 2015 15(4):378-391.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Peer Teaching, Acquired Immunodeficiency Syndrome (AIDS), Rhetoric, Program Implementation, Training, Knowledge Level, Teaching Methods, Skill Development, Qualitative Research, Interviews, Check Lists, Observation, Adults, Instructional Effectiveness, Emotional Response, Administrator Attitudes
Geographic Terms: Burma
DOI: 10.1080/14681811.2015.1028529
ISSN: 1468-1811
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 as "phronesis", 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 as "episteme": a form of knowledge that is facts-based, technical and presumed objective.
Abstractor: As Provided
Number of References: 46
Entry Date: 2015
Accession Number: EJ1068303
Database: ERIC
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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 as "phronesis", 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 as "episteme": a form of knowledge that is facts-based, technical and presumed objective.
ISSN:1468-1811
DOI:10.1080/14681811.2015.1028529