This volume focuses on the role of language in the construction of
knowledge about HIV/AIDS in diverse regions of the world. The
collection of studies yields helpful insights about the discursive
construction of this knowledge in both formal and informal
contexts, while demonstrating how the tools of applied linguistics
can be exercised to reveal a deeper understanding of the production
and dissemination of this knowledge. The authors use a range of
qualitative methodologies to critically explore the role of
language and discourse in educational contexts in which various and
sometimes competing forms of knowledge about HIV/AIDS are
constructed. They draw on various forms of discourse analysis,
ethnography, and social semiotics to interpret meaning-making
practices in HIV/AIDS education in Australia, Cambodia, Burkina
Faso, Hong Kong, India, South Africa, Tanzania, Thailand, and
Uganda.
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