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Please use this identifier to cite or link to this item: http://hdl.handle.net/1974/6045

Title: Learning as transformation: Women's HIV & AIDS education in Malindi, Kenya

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Keywords: transformative learning theory
adult learning
women's education
HIV & AIDS education
Issue Date: 2010
Series/Report no.: Canadian theses
Abstract: Understanding why, when, and with whom women engage in opportunities for HIV & AIDS education is critical in exploring the extent to which popular education strategies promote transformational learning among women in Malindi, Kenya. Three central questions animate this research: a) What do rural women who participate in HIV & AIDS popular education programs learn about HIV & AIDS, b) through what range of pedagogical practices and theories does their learning occur, and c) how does this learning contribute to transformative changes that improve women's health, at both individual (e.g., beliefs, behaviour) and communal levels (e.g., group actions)? Employing a qualitative research design, face-to-face interviews, and document analysis of secondary sources enabled a rich and in-depth exploration of specific learnings and actions among Kenyan women. Qualitative analysis of eight semi-structured interviews reveals three dimensions of transformative learning among adult women in Malindi, including a) striving towards openness, b) culture of support, and c) connected knowing. These inter-related themes outline the potential for Kenyan women's HIV & AIDS education to move beyond instrumental, and communicative, to more empowering transformative learning.
Description: Thesis (Master, Education) -- Queen's University, 2010-09-13 15:18:43.535
URI: http://hdl.handle.net/1974/6045
Appears in Collections:Queen's Graduate Theses and Dissertations
Faculty of Education Graduate Theses

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