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.

How to Cite:

Hill, R. J., (2005) “Sex Workers and HIV/AIDS Education: Adult Learning as a Sociocultural Experience”, Adult Education Research Conference 1(2005).