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Table of Contents One Sound Bite at a Time: Examining the Discourse of the Representation of People Living with HIV/AIDS on an Entertainment-Education Drama RockPoint 256 Tina Kawooya Thesis submitted to the faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements For MA degree in Communication Department of Communication Faculty of Graduate and Postdoctoral Studies University of Ottawa © Tina Kawooya, Ottawa, Canada 2013. ABSTRACT The objective of this thesis is to examine the meaning of the language used in an Entertainment-Education (E-E) radio serial drama RockPoint 256 (RP256) and its representation of People Living with HIV/AIDS (PLHA) and HIV/AIDS. The theoretical framework that is used to guide this study is the Cultural Studies perspective. Using Cultural Studies is instrumental to a study such as this that looks to find the source of meaning in RP256’s discourse (Hall, 1993, 105). The methodological research design used is discourse analysis that examines the oral and written data of RP256. Discourse analysis “focuses on the way language is used, what it is used for, and the social context in which it is used” (Punch, 1998, 226). There were two types of discourse analyses used. Gee’s (1999) discourse analysis is used to analyse the linguistic nature of the texts at a micro level while, Fairclough’s (1989) discourse analysis is used to observe the overarching meaning of the discourse found in RP256 at the macro level. The analysis of the data indicates that the representation of PLHA is a product of the societal and cultural markers that are a result of ideological labels given to HIV/AIDS and PLHA. The study concludes that PLHA are ostracised, stigmatized, live in poverty and are mostly women. The societal and cultural markers indicate that HIV/AIDS is still viewed as a plague and as a result PLHA are often silenced, marginalized, and discriminated against in Uganda. ii ACKNOWLEDGMENTS First, I would like to thank God, He has been with me every step of the way on that narrow road and for that I thank Him for all that I have learnt during my three years at the University of Ottawa post-graduate studies. Second, I would like to thank Professor Boulou Ebanda de B’béri for his patience, insight and guidance throughout my thesis as my supervisor. The wealth of wisdom and knowledge you have passed onto to me throughout this thesis has been extraordinary; it was a privilege to be your student. Third, I would also like to thank Professor Rukhsana Ahmed and Professor Walid El Khachab, for their feedback that was so valuable in completing this thesis. Fourth, I would like to thank Valerie Jasik and Siobhan Mary Dunbar for their academic assistance; you went above and beyond in assisting and guiding me when I was lost. Fifth, I would like to thank the three special ladies at the University of Ottawa, Finances Office. I would never have completed my studies without your help and vigilance. Sixth, I would like to thank Judy Heck at The Health Communication Partnership for her assistance in posting RockPoint 256 audio online on the Health Communication Partnership and YEAH websites. Seventh, I would like to thank my associates at the Audiovisual Media Lab for the Study of Culture and Societies (AMLAC&S), specifically Brendan Burrows, Steve Jankowski, and Karine Blanchon for supporting and encouraging me all the way through the journey. As well as a fellow student, Afiya Jilani, who has been a great listener and friend during this time as well. iii Last but not least, I would like to thank my family especially my mother for encouraging me from beginning to end, your support was instrumental to completing my studies. I would also like to thank my grandmother Hajati, who has always encouraged me to work hard and obtain that education that she never received. Webale Hajati, Mukama akuwe omukisa. iv DEDICATION I dedicate this thesis to my family: my mother Berti Nsereko Kawooya, my grandmother Hajati and my siblings: Sheila, Tessa, Lisa, Eddie, and David. My family has always inspired me to excel in all formats of my life; they have loved me through my ups and downs and have never given up on me. It took me three years to finish a two-year journey but throughout my whole journey they stood by me and never once told me to throw in the towel. Rather in their own exemplary accomplishments I have learnt to: NEVER EVER EVER GIVE UP on a dream and life itself! Thank you for all your support and unconditional love. v Table of Contents ABSTRACT .................................................................................................................................... ii ACKNOWLEDGMENTS ............................................................................................................. iii DEDICATION ................................................................................................................................ v LIST OF ACRONYMS ............................................................................................................... viii Chapter 1: Introduction ............................................................................................................... 1 Background of Uganda and HIV/AIDS ...................................................................................... 1 Statement of the Problem ............................................................................................................ 4 Importance of the Study .............................................................................................................. 7 Limitations of the Study .............................................................................................................. 7 Chapter Organization .................................................................................................................. 8 Chapter 2: Literature Review ...................................................................................................... 9 What is Cultural Studies Theory, Ideology and Representation? ............................................... 9 The History of BCCs in Uganda ............................................................................................... 15 It’s Entertainment…Its Education…no….It’s Entertainment-Education ................................. 28 I hear a tune, the weather report, my favorite show RP256….on the Radio! ........................... 33 The Impact of Stigma on Identity formation ............................................................................. 36 Chapter 3: Methodology............................................................................................................. 44 Research Design ........................................................................................................................ 46 Data Collection and tools of inquiry ......................................................................................... 53 Synopsis of RP256 .................................................................................................................... 54 The Social Cognitive Theory and Stages of Model Theory embedded in RP256 .................... 56 Process of Data Analysis ........................................................................................................... 61 Role of the Researcher .............................................................................................................. 63 Chapter 4: Findings and Discussion .......................................................................................... 65 Category 1 (A): Steve, Steve’s mother and Betty ..................................................................... 66 Category 1 (B): Steve, Doctor, Sister Aisha and Betty ............................................................. 77 Category 1 (C): Steve, Matata, Coach Tito and Traditional Healer .......................................... 81 Category 1 (D): Steve, Vicky, Rebecca, and Stella .................................................................. 85 vi Category 2: Debra, Lisa, Judith ................................................................................................. 91 Category 3: Rock Point youths: Rebecca, Lillian, Flower, and Akonyo ................................ 104 Category 4: Topi, Nana, Judith and Lisa ................................................................................. 113 Chapter 5: Conclusion and Future Recommendations ......................................................... 137 Objective of the study ............................................................................................................. 137 The Research ........................................................................................................................... 138 The Findings ............................................................................................................................ 139 Contributions of the Study ...................................................................................................... 141 Limitations and Challenges ..................................................................................................... 142 Recommendations and future research ................................................................................... 143 REFERNCES ............................................................................................................................ 145 APPENDIX 1: RP256 Quarter 1-3 episodes.............................................................................
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