Uncomfortable Silences:Narratives of four educators teaching about HIV/AIDS in a High School near Montréal
Bibliographic record
Abstract
In 2005, the Québec Ministry of Education cut what was five (5) hours of sex education (STIs, HIV/AIDS, gender, sexual diversity, etc.) per year from the secondary school curriculum. Consequently, in the context of the education reform, teachers holding specializations in English and Language Arts, Science & Technology or Moral and Religious Education were charged to integrate sexual health education into their course. High schools, being highly sexualized sites, act as a channel for sexual initiation and exploration. Thus, teachers can be catalysts to providing valuable and life-altering information around HIV/AIDS to their students. Through word of mouth, four teachers \nagreed to participate voluntarily in this study and signed consent forms. Their narratives were collected to identify their classroom strategies, their awareness of HIV/AIDS, and \nthe challenges they encountered when discussing the subject in their classroom. The collection of these narratives was an essential factor in uncovering the subtle, yet, \nuncomfortable silences related to the process of teaching about HIV/AIDS in classroom situations. A minimal understanding of HIV/AIDS, and a lack of consistent training and access to accurate resources underlined how teachers understood and evaluated HIV/AIDS information. These dynamics, in turn, influenced the way their students \ncomprehended the virus and viewed the marginalized communities most affected. Theoretical frameworks connected to Paulo Freire’s Engaged Pedagogy and Nel Noddings’s Pedagogy of Care, were considered as tools for empowering teachers when imparting knowledge on HIV/AIDS.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.018 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.039 | 0.027 |
| Scholarly communication | 0.010 | 0.004 |
| Open science | 0.006 | 0.011 |
| Research integrity | 0.005 | 0.011 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".