5. The Communities
POA students and
community members in
Vulindlela, South Africa
illustrating what a syndrome
is.
Vulindlela has one of the
highest infection rates in the
world.
6. The Future
POA students
dancing and singing
with loveLife peer
educators at a
module graduation
ceremony in
Johannesburg, South
Africa.
7. The Future
“They talk about the people, but they do not
trust them; and trusting the people is the
indispensible precondition for revolutionary
change. A real humanist can be identified more
by his trust in the people, which engages him in
their struggle, than by a thousand actions in
their favor without that trust.”
(Paulo Freire, 1970)
What is the Pedagogy of Action
Study abroad program
Exposure undergraduates of color to opportunities that are not traditionally afforded or accessed
The program and module are rooted in theoretical concepts by Freire
How does it work?
Students participate in courses throughout fall and winter semester
Explore empowerment, politics, activism, identity and health disparities
Then travel
*Prior to travel, students must teach the educational method in Michigan – communities in Ann Arbor, Ypsilanti, Detroit
*Throughout the course of the trip intensive evening dialogues take place, allowing students to reflect on the intersection of theory and practice and identify the ways in which reality negates some commonly used theoretical approaches
15 minute narration
Different that didactic methods
Simple, accessible to all literacy levels
Addresses scientific concepts relevant to HIV
But also incorporates feminist ideology to encourage self-empowerment and confront stigma
We teach a range of settings
Acknowledges those who have more impact on those at risk – community members changing norms, rather than outsiders
Allows for participants to take ownership by teaching it back
As well as translating it into their own language
Avoids a model of education that simply deposits information
Socially and culturally relevant
The module does seem to have high utility and some impact
However, the impact on students is what I want to focus on
As academics, professors, teachers, educators – whether present or future – it can be difficult to maintain connectedness to what most people experience as reality, which is not this highly academic setting we live in
A big aspect of the program is it’s experiential, hands-on component
This is trendy - borders on some ethical issues
Also trendy is this concept of empowering - can be very “othering”
When we invite young people into these crucial and sensitive topics/settings (advertise as opportunities for learning) we have to consider the impact on the communities in question, and because of that we have to be intentional in cultivating these students as global citizens, public health professionals, and HIV activists
The process of teaching the module, as well as participating in the program more broadly, attempts to develop students who
Explore the successes and limitations of empowerment based practice
Acknowledge social, cultural, and political contexts that surround a health issue in order to provide effective prevention and treatment
Are willing to confront their own American and educational privilege, as well as other privileges, while working alongside community members to adapt the module
Do not see themselves as didactically disconnected from, or holding more or better expertise than, the communities they are interacting with
