HIV Prevention and Bisexual Realities

Viviane Namaste is Concordia University Research Chair in HIV/AIDS and Sexual Health and a professor in the Simone de Beauvoir Institute at Concordia University. T.H. Vukov is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca). Nada Saghie is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca). Robin Williamson is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca). Jacky Vallee is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca). M. Lafreniere is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca). M. Leroux is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca). Andrea Monette is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca). Joseph Jean-Gilles is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca).

Introduction *The Epistemology of Epidemiology: Understanding the Knowledge and Limits of Public Health Research and Education * Epidemiology as informing social science research * Behaviour: limited as a basis for knowledge and education * Evidence-based medicine and HIV education * The cultural construction of epidemiological categories* Epidemiology and gender: Where are the women in public health? * Epidemiology and the erasure of bisexuality * Race and public health: Cultural stereotypes and epidemiological research * Conclusion * Institutional Ethnography: Understanding the links between research, policy and education on HIV/AIDS * Institutional ethnography * Institutional ethnography and research methods: how to collect data * A critical literature review *"Leading Together": HIV/AIDS policy in Canada and how it informs education *"Step up prevention efforts" * Funding HIV/AIDS research in Canada *"More information about the prevalence of bisexuality within the studied population" * Whose community?* Specific Populations: The exclusion of bisexuality in federal AIDS funding * Conclusion *Methods and Methodology: Designing an HIV Prevention Research Project Relevant to People who have Sexual Relations with both Men and Women * Interviews * Interview guide * Recruitment * Statistical overview of study respondents * Community-based research and action research * Conclusion *"The message is ugly, you know?" Limits of HIV Education in Quebec Information* Current HIV campaigns: Shooting ourselves in the foot ?*- "The message is ugly, you know?":*Beyond fear-based HIV campaigns *- Lack of information concerning both male and female partners in existing campaigns *- Using plain language to get a message across *- Diversity of people in educational campaigns: age, culture, multiple sexual partners, beauty *- The need for practical information * Suggested formats for HIV education * Conclusion *"Cherchez la femme": The exclusion of women in HIV education and services * Cherchez la femme * Content desired for inclusion in educational campaigns * Conclusion *"And that's a big gap, I think": Linking HIV/STD education and services Linking education and services * Access to health care services for bisexual men and women * Swingers: access to condoms *"Et les filles?" The lack of sexual health information for bisexual women * Suggestions for linking education and services * Conclusion *Connecting knowledge and action: Development and distribution of HIV and STD prevention materials * Actions during the research process * Development of educational posters * Conclusion Conclusion References