The author demonstrates that collaborating with children using a gender-sensitive life-cycle approach yields social and health dividends. The paper focuses upon young people and children engaged in HIV/AIDS education, not only as consumers of information but also as generators of knowledge pertinent to their needs, aspirations, anxieties, fears, hopes and dreams. This subject-centred approach to education is facilitated by innovative methodologies that allow young people to talk frankly with adults and amongst themselves, to participate in community theatre designed to help different types of people address issues of common interest, and to work with experienced adult researchers in generating relevant data.
Centre for Commonwealth Education, University of Cambridge, UK. WP07/07, 17 pp. Also published in Shailaja Fennell and Madeleine Arnot (eds.) (2007) Gender, Education andEquality in a Global Context: Conceptual Frameworks and Policy Perspectives. London: Routledge