This qualitative study focuses on culturally embedded beliefs about the teaching and learning of HIV/AIDS topics in the Ivory Coast. We aim to analyze and describe factors influencing the implementation of the HIV/AIDS curricula in Ivorian sixth-grade classrooms. With continuous spreading of AIDS in the Ivory Coast, education about HIV/AIDS has to increase; therefore, an urgent need to document, evaluate, and disseminate Ivorian perspectives on what is understood as valuable HIV/AIDS knowledge to prioritize such content in the curriculum is needed. Multiple qualitative methods were collected: individual interviews with 39 teachers, 63 sixth-grade students, eight school administrators, 20 community elders as well as field notes, and document analysis. By promoting HIV/AIDS curricula that is responsive to and inclusive of youth cultural beliefs and aligning teaching practice to Ivorian youth cultural interests, there is a chance that HIV/AIDS education could lead to safer sexual behaviors among Ivorian youth.
KirbyDKorpiMBarthRP. The impact of the Postponing Sexual Involvement curriculum among youth in California. Fam Plan Perspect1997; 29: 100–108.
6.
St PierreTLMarkMMKaltreiderDL. A 27-month evaluation of a sexual activity prevention program in Boys & Girls Clubs across the nation. Fam Relat1995; 44: 69–77.
7.
FullerBClarkeP. Raising school effects while ignoring culture? Local conditions and influence of the classroom tools, rules, and pedagogy. Rev Educ Res1994; 64: 119–151.
8.
HewsonMOgunnyiM. Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunity and challenges. Cult Stud Sci Educ2011; 6: 679–692.
9.
AirhihenbuwaCOWebsterJD. Culture and African contexts of HIV/AIDS prevention, care and support. J Soc Aspects HIV/AIDS2004; 1: 4–13.
10.
SilinJHIV/AIDS education: toward a collaborative curriculum. In: FlindersDJThorntonSJ (eds). The curriculum studies reader2009, pp. 245–266New York, NY: RoutledgeFarmer.
11.
BrotmanJSMensahFMLeskoN. Exploring identities to deepen understanding of urban high school students' sexual health decision-making about HIV/AIDS. J Res Sci Teaching2010; 47: 742–762.
12.
MazruiAA. The Africans: a triple heritage, Boston: Little Brown, 1986.
13.
GreeneM. Curriculum and consciousness. Teach Coll Rec1971; 73: 253–269.
14.
Silin JG. Sex, death, and the education of children: Our passion for ignorance in the age of AIDS. The Politics of Identity and Education Series. New York: Teacher's College Press, 1995.
15.
FreirePPedagogy of the oppressed. In: FlindersDJThorntonSJ (eds). The curriculum studies handbook, New York: Routlege, 1970, pp. 150–158.
16.
BartonCA. Teaching science for social justice, New York, NY: Teachers College Press, 2003.
17.
CollinsPH. Black feminist thought: Feminist theory and the construction of knowledge, New York: Routlege, 1990.
18.
ClarkKB. Dark Ghetto: Dilemmas of social power, New York: Harper & Row, 1965.
19.
Airhihenbuwa CO. Of culture and multiverse: Renouncing “the universal truth” in health. J Health Edu 1999; 30: 267–273.
20.
IwelunmorJNewsomeVAirhihenbuwaCO. Framing the impact of culture on health: a systematic review of the PEN-3 cultural model and its application in public health research and interventions. Ethn Health2014; 19: 20–46.
21.
DiClementeRJBoyerCBMillsSJ. Prevention of AIDS among adolescents: strategies for the development of comprehensive risk-reduction health education programs. Health Educ Res: Theory Practice1987; 2: 287–291.
22.
HahnRA. Sickness and healing: An anthropological perspective, New York: Yale University Press, 1995.
23.
HobbsR. The seen great debates in the media literacy movement. J Commun1998; 48: 16–32.
24.
DeweyJ. Experience and education, New York: Collier Books, 1938.
25.
MoyoNMüllerJC. The influence of cultural practices on the HIV and AIDS pandemic in Zambia. HTS Teologiese Stud/Theol Stud2011; 67: 1–5.
26.
MerriamSB. Qualitative research and case study applications in education, San Francisco, CA: Jossey-Bass, 2009.
27.
HarperDReimaging visual methods: Galileo to Neuroromancer. In: DenzinNKLincolnYS (eds). Handbook of qualitative research, Thousand Oaks, CA: Sage, 2000, pp. 717–732.
MorganDL. Focus groups as qualitative Research, Thousand Oaks, CA: Sage, 1997.
30.
BotvinGJDusenburyLBakerE. A skill training approach to smoking prevention among Hispanic youth. Public Health Rep1989; 104: 573–582.
31.
SmithDWMcCormickLKStecklerAB. Teachers' use of health curricula: implementation of growing healthy, Project SMART, and the teenage health teaching modules. J School Health1993; 63: 349–354.
32.
TortuSBotvinGJ. School-based smoking prevention: the teacher training process. Prevent Med1989; 18: 280–289.
33.
Cross BE. The case for a culturally coherent curriculum. In: Beane J (ed.) Toward a coherent curriculum. Alexandria, VA: ASCD, 1995.
34.
Hale-Benson J (ed). Visions for children: Educating Black children in the context of their culture. Albany: State University of New York Press, 1990.
35.
GrossbergLBringin' it all back home—pedagogy and cultural studies. In: GirouxHMcLarenP (eds). Between borders: Pedagogy and the politics of cultural studies, New York: Routledge, 1994, pp. 1–25.
36.
LohrmannDKGoldRSJubbWH. School health education: a foundation for school health programs. J School Health1987; 57: 420–425.
37.
GayG. Culturally responsive teaching: Theory, research, and practice, New York: Teachers College Press, 2010.
