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This paper looks at how shame functions in the teaching of sexual and reproductive health and rights in the classrooms for 13-19 year-olds in secondary schools in Bangladesh. Using the theoretical framework of affect, the paper looks at shame and other experiences of discomfort and hesitation among teachers while teaching these topics to young people. Drawing insights from 25 in-depth interviews with teachers in secondary schools in urban, semi-urban and rural settings, the paper explores how teachers deemed teaching certain topics as 'excessive', unnecessary and inappropriate in school settings. Teachers experience reluctance and discomfort in discussing culturally sensitive sexual and reproductive health and rights topics, and a persistent fear of being ridiculed and excluded from their community. By exploring how affect can be understood to initiate critical reflection about classroom norms, pedagogy and the role of teachers, the paper highlights the challenges for teachers who are seen as gatekeepers of sexual and reproductive health and rights knowledge, and brings forth a more nuanced reflection on the knowledge production process in classrooms.

Background: The human immunodeficiency virus (HIV) burden has frequently been changing over time due to epidemiological and demographic transitions. To safeguard people, particularly women of reproductive age, who can be exposed to transmitting this burden to the next generation, knowledge regarding this life-threatening virus needs to be increased. This research intends to identify the trends and associated correlates of "low" HIV knowledge among ever-married women of reproductive age in Bangladesh from 1996 to 2014. Methods: We analyzed data derived from six surveys of Bangladesh Demographic and Health Surveys conducted in 1996, 1999, 2004, 2007, 2011, and 2014. Analyses were primarily restricted to ever-married women aged 15–49 years who had ever heard of HIV. The correlates of "low" HIV knowledge were investigated using multiple binary logistic regression models. Results: The study found that the proportion of women with "low" HIV knowledge decreased from 72% in 1996 to 58% in 2014. In adjusted models, age at first marriage, level of education, wealth quintile, and place of residence (except in the survey year 2011) were found to be potential correlates of "low" HIV knowledge in all survey years. In the pooled analysis, we found lower odds of "low" HIV knowledge in the survey years 1999 (Adjusted Odds Ratio: 0.67; 95% CI: 0.57, 0.78), 2004 (AOR: 0.60; 95% CI: 0.52, 0.70), 2007 (AOR: 0.51; 95% CI: 0.44, 0.60), 2011 (AOR: 0.36; 95% CI: 0.32, 0.42) and 2014 (AOR: 0.47; 95% CI: 0.41, 0.54) compared to the survey year 1996. Conclusion: The proportion of "low" HIV knowledge has declined over time, although the proportion of women with "low" HIV knowledge still remains high. The prevention of early marriage, the inclusion of HIV-related topics in the curricula, reduction of disparities between urban-rural and the poorest-richest groups may help to improve the level of HIV knowledge among ever-married Bangladeshi women. [ABSTRACT FROM AUTHOR]