A Case study of a Grade 8 Teacher’s Perceptions of Teaching HIV/AIDS in Lebanon

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 1
  In Roundtable Session: Teaching for Justice: Centering Identity, Voice, and Real-World Relevance in Diverse Classrooms

Abstract

This qualitative case study explores a Grade 8 biology teacher’s perceptions of teaching HIV/AIDS in Lebanon, where cultural taboos and misconceptions significantly influence health education. Grounded in a socio-cultural framework, the study draws on classroom video recordings and a semi-structured teacher interview to analyze how cultural norms shape instruction and student understanding. Findings reveal that while the teacher demonstrated confidence and a commitment to addressing misconceptions, her approach was shaped by cultural sensitivities, leading to value-laden framing and moderated responses. The study highlights the challenges teachers face in balancing scientific accuracy with cultural expectations, emphasizing the need for culturally responsive curricula and professional development that equips educators to address sensitive topics with confidence and care.

Author

• IHSAN GHAZAL, Boston university