Abstract
Lave and Wenger’s situated learning paradigm offers that learning is a function of the activities, context and culture in which the learning occurs (i.e., it is socioculturally situated). This study explores HIV/AIDS education for and by sex workers from the perspective that learning is a sociocultural experience that fundamentally involves identification with a community of practice. Sex worker learning communities not only use HIV/AIDS education for safer sex, but as opportunities to make sense of larger life experiences, to resist moralizing discourses, to practice counter-hegemony, to supplement mainstream HIV/AIDS education, and to circumscribe who and what comprise appropriate authority.
Creative Commons License
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Recommended Citation
Hill, R. J.
(2005).
Sex Workers and HIV/AIDS Education:
Adult Learning as a Sociocultural Experience.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2005/papers/40
Sex Workers and HIV/AIDS Education: Adult Learning as a Sociocultural Experience
Lave and Wenger’s situated learning paradigm offers that learning is a function of the activities, context and culture in which the learning occurs (i.e., it is socioculturally situated). This study explores HIV/AIDS education for and by sex workers from the perspective that learning is a sociocultural experience that fundamentally involves identification with a community of practice. Sex worker learning communities not only use HIV/AIDS education for safer sex, but as opportunities to make sense of larger life experiences, to resist moralizing discourses, to practice counter-hegemony, to supplement mainstream HIV/AIDS education, and to circumscribe who and what comprise appropriate authority.
