Investigating factors relevant to a multicultural HIV/AIDS Curriculum for Assemblies of God
Date
2009-03
Authors
Johns, Emily M. Busiek
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
The HIV/AIDS crisis in South Africa has reached pandemic levels, with over 1 000 deaths
per day. The church in South Africa represents a largely untapped resource for addressing
this problem. One of the largest Evangelical church groups in South Africa is the Assemblies
of God (AOG/SA). This church group consists of three culturally distinct fraternals: The
Group (white), The Association (coloured), and The Movement (black). Although they
function under one executive committee, these fraternals have remained organizationally
distinct even after the dismantling of apartheid laws in 1991. On the issue of HIV/AIDS, all
three fraternals have remained largely quiet and uninvolved. They have made no attempt to
strategize on a unified response to the pandemic, nor have they attempted to promote
culturally relevant curricula capable of empowering their pastors and theological students to
respond effectively to this crisis.
The research consisted of two phases, following Rothman and Thomas's Intervention
Research model (1994), with special emphasis on the design and development component.
The first phase identified and assessed educational, cultural, and religious factors relevant to
the development and delivery of a clergy-focused multicultural curriculum intervention
addressing the HIV/AIDS pandemic in South Africa. Data-gathering strategy for the first
phase consisted of semi-structured interviews with ethnographic notions.
The target groups for the first phase of the research included 15 credentialed AOG/SA pastors
and the three fraternal leaders. The leaders and fraternal members participated in semistructured
interviews designed to establish cultural and religious points of divergence
pertaining to topics surrounding the AIDS pandemic (e.g. sickness, death, sexuality and
gender roles).
The second phase of the research consisted of the development and delivery of a curriculum
intervention. Integrating the cultural and religious factors identified in the first phase of the
research, the nine-day curriculum intervention was presented to 34 tertiary-level theological
students in two culturally distinct venues. The content of the curriculum primarily
emphasized aspects of gender, tradition, and culture as they relate to HIV/AIDS and
surrounding issues. The intervention utilized three curriculum theories that were deemed
relevant to the educational context of South Africa: humanistic curriculum theory, social
reconstructionist curriculum theory and dialogue curriculum theory.
Data-gathering strategies for the second phase of the research utilized both quantitative and
qualitative instruments with ethnographic notions. The quantitative instruments included the
Scale of Basic HIV/AIDS Knowledge (SHAK), Personal Reflections of Men with HIV/AIDS
(PRM) and Personal Reflections of Women with HIV/AIDS (PRW). Reflective journaling
was used to acquire qualitative data from student participants.
Scores significantly improved on the SHAK in both venues. Scores on the PRW improved in
both venues, significantly so in one. Unexpectedly, scores on the PRM declined at both
venues, although not significantly so. Males with HIV/AIDS were viewed more negatively by
both genders at the end of the intervention in both venues. Reflective journal entries indicated
that students at both venues clearly perceived a need for the church to be involved in the
pandemic; many proposed that sex education should be taking place within the context of
church youth ministry. Affective responses were markedly positive for those suffering with
AIDS, particularly females. The data clearly indicated that the curriculum was effective in
two culturally distinct venues.
Description
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009.
Keywords
Reconstructionist Curriculum Theory, Humanistic Curriculum Theory, Dissertations -- Curriculum studies, Theses -- Curriculum studies, Theses -- Education, Dissertations -- Education