Next Article in Journal
Tutorials for Integrating 3D Printing in Engineering Curricula
Next Article in Special Issue
“Making” Waves: How Young Learners Connect to Their Natural World through Third Space
Previous Article in Journal
Emotional Education for the Development of Primary and Secondary School Students Through Physical Education: Literature Review
Previous Article in Special Issue
“Keep Walls Down Instead of Up”: Interrogating Writing/Making as a Vehicle for Black Girls’ Literacies
Open AccessArticle

Closing the HIV and AIDS “Information Gap” Between Children and Parents: An Exploration of Makerspaces in a Ugandan Primary School

1
Language and Literacy Education Department, University of British Columbia, Vancouver, BC V6T 1Z2, Canada
2
School of Postgraduate Studies, Uganda Martyrs University, Masaka, Uganda
3
Masaka Secondary School, Masaka, Uganda
*
Author to whom correspondence should be addressed.
Educ. Sci. 2020, 10(8), 193; https://doi.org/10.3390/educsci10080193
Received: 8 May 2020 / Revised: 10 July 2020 / Accepted: 18 July 2020 / Published: 23 July 2020
(This article belongs to the Special Issue Young Children, Maker Literacies and Social Change)
In this study, we address the research question: “How might child-created billboards about HIV and AIDS help facilitate more open discussions between parents and children?" The premise of our study is that there may be considerable potential for using multimodal forms of representation in makerspaces with young children to create more open dialogue with parents about culturally sensitive information. Drawing on multimodal literacies and visual methodologies, we designed a makerspace in a grade 5 classroom (with students aged 9–10) in a Ugandan residential primary school. Our makerspace included soliciting students’ knowledge about HIV and AIDS as part of a class discussion focused on billboards in the local community and providing art materials for students to explore their understandings of HIV and AIDS through the creation of billboards as public service announcements. Parents were engaged in the work as audience members during a public exhibition at the school. Data sources include the billboards as artifacts, observations within the makerspace, and interviews with parents and children following the public exhibition. The findings show that, for parents and children, the billboards enhanced communication; new understandings about HIV and AIDS were gained; and real-life concerns about HIV and AIDS were made more visible. Although these more open conversations may depend to some degree on family relationships more broadly, we see great potential for makerspaces to serve as a starting point for closing the HIV and AIDS information gap between children and parents. View Full-Text
Keywords: makerspaces; multimodal literacies; visual methodologies; HIV/AIDS education; Uganda; primary schools makerspaces; multimodal literacies; visual methodologies; HIV/AIDS education; Uganda; primary schools
Show Figures

Figure 1

MDPI and ACS Style

Kendrick, M.; Namazzi, E.; Becker-Zayas, A.; Tibwamulala, E.N. Closing the HIV and AIDS “Information Gap” Between Children and Parents: An Exploration of Makerspaces in a Ugandan Primary School. Educ. Sci. 2020, 10, 193.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop