The knowledge gap

Examining the rhetoric and implementation of peer education for HIV prevention in Myanmar

Dados Bibliográficos

ID19515807
AutoresGillian Fletcher (0000-0003-4660-833X, La Trobe University, autor correspondente)
Ano2015
Volume15
Fascículo4
Páginas378-391
Data de publicação2015-07-04
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoSex Education (JOURNAL)
Identificadores do periódicoISSN: 1468-1811 • E-ISSN: 1472-0825
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14681811.2015.1028529
OpenAlexW1603428799
IdiomaEN
Citações recebidas2
Referências citadas22

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

Episteme · Epistemology · Experiential knowledge · Linguistics · Pedagogy · Phronesis · Rhetoric · Rhetorical question · Social science · Sociology · Computer Science · Foucault, Power, and Ethics · HIV/AIDS Research and Interventions · Medicine · Psychology · Social Work Education and Practice

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