共查询到20条相似文献，搜索用时 265 毫秒
1.
Close to one and a half million Kenyans reportedly live with HIV/AIDS. Using qualitative in-depth interviews this study explores the ways in which parents living with HIV/AIDS navigate their social and economic environment to provide educational opportunities for their children. Barriers identified include the economic costs of a free primary education, and the emotional implications of living in an HIV affected household. Respondents demonstrate a persistent utilization of internal and external resources in navigating these barriers. These findings support family economic interventions that enable parents guarantee an educational future for their children. 相似文献
2.
The impact of HIV/AIDS on food security and rural livelihoods is still insufficiently understood. It is evident, however, that rural development professionals need to respond to the changes that have taken place in rural areas due to the pandemic. This article explores competencies that they need in order to deal with the complex HIV/AIDS issues related to their work with farming families. Initially 45 rural development professionals from developing countries in the southern hemisphere were interviewed about these competencies, using case stories and questionnaires. Subsequently, 34 individual in‐depth interviews were conducted with rural development professionals from East Africa and Zambian government officials. A focus group discussion with 15 Zambian agricultural extension workers completed the empirical part of the research. The study reveals that there is an urgent need to complement the technical competencies of rural development professionals with more social competencies, such as counselling and communication, lobbying and networking. Recommendations are formulated for competence development of rural development professionals who have to deal with the consequences of the HIV/AIDS pandemic in rural areas. 相似文献
3.
Judith Loveridge Stephanie Doyle Niusila Faamanatu-Eteuati 《British Journal of Sociology of Education》2018,39(3):333-347
There is substantial research about international postgraduate students but little research about their experiences as parents or their children’s experiences. We focus on four postgraduate international students with young children navigating early childhood education and care in New Zealand. A narrative analysis, informed by socio-cultural understandings of learning and post-structuralist understandings of identity, revealed emotional complexities, stress and transformation as parents and children made many transitions. Parents wanted their own culture respected and their host culture decoded. Families experienced tensions around the use of home and host languages as they juggled children’s present and future linguistic needs. Supporting international students in their family identity has positive effects for them, their children and their doctoral studies, and hence for universities. Further research about the experiences of international students who are parents and of their children could assist in the formulation of policies to effect such support. 相似文献
4.
This study investigated Zimbabwean counselors' experiences of providing HIV/AIDS counseling and their perceptions about the
state of HIV/AIDS counseling in Zimbabwe. The participants were a diverse group of counselors, 30 through 59 years of age,
who provided counseling services to HIV/AIDS clients. Participants thought HIV/AIDS counselors in Zimbabwe received minimal
support and supervision and were undertrained. They identified that the first sessions with clients were the most difficult.
They also found it problematic to work with couples who were serodiscordant (one partner who is HIV positive and the other
HIV negative) and couples wanting children. The later stages of the counseling process were also found to be challenging.
Though the participants acknowledged they had negative psychological experiences when counseling HIV/AIDS clients, they also
expressed feelings of satisfaction and fulfillment in their work. 相似文献
5.
We present multi-method case studies of two Zimbabwean primary schools – one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools. 相似文献
6.
Due to high prime-age mortality—a result of the HIV/AIDS scourge, the number of orphans in Uganda continues to rise. Using the 2002/2003 Uganda National Household Survey, this paper investigates how HIV/AIDS orphan status affects schooling enrolment and grade progression. Our results show that HIV/AIDS orphans are not significantly less likely to continue schooling but are by far more likely to fall below their appropriate grade. Furthermore, we find that the schooling gaps decreases at higher levels of household welfare status—poor HIV/AIDS orphans, especially aged 13–17 years, are significantly less likely to continue schooling. 相似文献
7.
This article analyses discontinuities between local, national and international discourse in the fields of education, protection of children, and child labor, using Benin, Namibia and Swaziland as case studies. In Benin, child abuse and child labor are related to poverty, whereas in Namibia and Swaziland they are also interrelated with HIV/AIDS. In these countries, the notion of childhood is seen as continuous with adulthood, and the change from education to work is not abrupt and age-determined, but a smooth transition. The international discourse defines children in binary terms (child or adult), and promotes free and compulsory education for children, without recognizing the direct and indirect costs of education. Projects based on an international discourse may have little relevance in a poverty context where it is natural to make children work to ensure food safety. Local communities consider children from a logic of community survival; the external aid agencies consider them from a logic of individual children's rights. There is a need to find a bridge between these two interpretations of childhood. 相似文献
8.
艾滋病已成为危害人类社会的国际问题.到目前为止,预防教育是解决艾滋病问题最为有效的方法.联合国教科文组织提出艾滋病预防教育的目的是增进人们对艾滋病传播和预防的知识、意识、技能,形成和树立正确的态度和价值观念,减少艾滋病的传染,减轻艾滋病对社会造成的影响,同时缓解艾滋病对教育系统带来的压力.本文介绍了UNESCO在全球性和地区性两个层面实施艾滋病预防教育的策略,并讨论了这些策略的意义. 相似文献
9.
This study explored how Korean pre-service teachers with international learning experiences in the United States negotiated their understanding of multiculturalism/multicultural education. The findings demonstrated that the participants’ position of a racial/linguistic minority in a foreign country and their teaching experiences in a culturally diverse setting helped them understand the importance of multicultural education. Nevertheless, participants continued to regard multiculturalism as a celebration of diversity, without considering their own racial privilege and the historical/socio-political underpinnings regarding racism in both countries. This study discusses implications for international teacher education and professional development that support critical and reflective learning for future teachers. 相似文献
10.
The Ministry of Education and Culture in Zimbabwe has introduced an intervention into the school curricula to complement the
already existing mechanisms in the fight against HIV/AIDS. The literature in this programme is said to be designed to develop
children’s knowledge of HIV/AIDS and to maximise both individual and community commitment to the safest protective behaviour
possible. This paper argues that despite the Ministry’s efforts there is a dearth of such literature which would depict human
relations and experiences in the context of HIV/AIDS in the corpus of Zimbabwean children’s literature in schools. It proposes
that more fiction about HIV/AIDS could effectively complement the current non-fictional texts used in most Zimbabwean schools.
This paper seeks therefore, to clarify the need for fictional narratives in which the disease plays a part since they will
provide the main context in which young children learn to cope with the realities associated with HIV/AIDS through education.
It posits that Zimbabwean children’s literature should also depict the conceptual framework within which health, human interaction
and sexuality are understood in relation to the epidemic.
Hazel Tafadzwa Ngoshi is with the department of English and Communication, Midlands State University, Zimbabwe. She teaches
Renaissance and 20th century English literature and autobiography. A holder of a Master of Arts degree in English from the
University of Zimbabwe, her research interests include children’s literature and autobiography. Currently, she is writing
a book on Zimbabwean female (auto) biographies.
Juliet Sylvia Pasi holds a Master of Arts degree in English from the University of Zimbabwe. She teaches Communication and
African literature in the department of English and Communication at the Midlands State University, Zimbabwe. Currently, she
is researching on aspects of orality in Zimbabwean children’s literature and the mediation of gender identities in African
literature. 相似文献
11.
Patrick L. Osewe 《Prospects》2009,39(4):399-412
In 2004 UNAIDS and its development partners first introduced the Three-Ones Principles. Since then, many governments have
developed national strategic frameworks and guiding policy documents to help coordinate more effective national responses
in the battle to overcome AIDS. In this article, I outline how essential it is for government agencies, nongovernmental organizations,
and development partners to build effective and synergistic network relationships to achieve a unified national response against
AIDS. Several best practice country case study examples are provided along with specific practices that nations should avoid
in an effective national HIV/AIDS response. The role of education is interwoven throughout each case country example with
an emphasis on examining what works and what should be avoided in multisectoral development agency coordination efforts. 相似文献
12.
The human immunodeficiency virus (HIV), the virus that leads to acquired immunodeficiency syndrome (AIDS), has been a part of American society for over two decades. Today, HIV/AIDS touches all demographic groups, including young children. It is for this reason that child care providers need to be informed about HIV/AIDS and related policies that impact their work with young children. The purpose of this study was to examine child care providers' use of different HIV/AIDS information sources in relationship to their knowledge about HIV/AIDS and their response to common childhood behaviors and classroom situations involving an HIV-infected child. Results suggest that different types of information sources are associated with different aspects of providers' knowledge about and response to pediatric HIV/AIDS. Implications for the planning and delivery of HIV/AID training involving child care providers are discussed. 相似文献
13.
This paper examines young South African school children’s understanding of HIV/AIDS. Based on ethnographic work in two schools in Greater Durban, it explores the impact of HIV/AIDS on the ways in which gender and sexuality are articulated against the backdrop of race and class specific contexts. The first part of the paper examines the children’s discourses of sex, sexuality and HIV/AIDS. We show that young children’s meanings of sex, sexuality and are not straightforward and are actively produced and defined through a range of social processes. These processes shape the extent to which young children experience sexuality within discourses of fear and pleasure. Young children’s meanings of HIV/AIDS are explored in the second part of the paper. Here we show how their knowledge of HIV/AIDS is socially structured through class/race and gender and these forms of social relations provide the framing and reference points for children’s constructions of meanings around HIV/AIDS. We finish the paper by raising some theoretical and practical/political questions about the implications of what we have found for HIV/AIDS education in South Africa. 相似文献
14.
Many children in Malawi have poor access to learning and are at risk of exclusion and early dropout. In the context of HIV/AIDS, formal schools need to become more flexible and responsive to children's lives. Introducing an educational model that integrates open and flexible learning strategies with conventional schooling, this paper highlights the potential of such an approach to enhance learning experiences, bring psychosocial benefits and improve retention of vulnerable pupils in high HIV prevalence communities in rural Malawi. This paper also argues that effective innovation requires strategies to create an enabling environment and promote an inclusive philosophy within schools. 相似文献
15.
Jiani Ma 《高等教育研究与发展》2018,37(6):1186-1200
Despite the dramatic rise in international student enrolment in Chinese higher education institutions, the classroom learning experiences of these students are not adequately reflected in the international literature. The present qualitative study explores the learning experiences of 33 international students in different types of classroom arrangements at Chinese universities. The findings show that the international students’ perceptions of teaching and learning approaches, their language difficulties, the type of classroom arrangement, the origin of the international students in the class, the more relaxed academic requirements for international students and the international students’ learning motivation all shaped their in-class experiences. Furthermore, the findings reveal that the international students’ personal traits and cross-cultural environment interacted with their psychological mechanisms to produce and influence their learning experiences. The article highlights the need to make sense of these complexities in order to understand international students’ in-class learning experiences. The implications of improving these experiences are discussed. 相似文献
16.
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them. 相似文献
17.
Engineers of the 21st century will spend appreciable portions of their careers in environments rich with global connections. Therefore, engineering colleges and universities must develop strategies that provide the global perspectives and international experiences that will help their graduates excel in this new world order. The current paper presents some European and American approaches to creating multi-organizational, international partnerships of academic and industrial organizations that emphasize collaborative educational programmes and research efforts that meet the globalization needs of faculty members, students, and industry. 相似文献
18.
《Early education and development》2013,24(4):363-378
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them. 相似文献
19.
Bagele Chilisa 《International journal of qualitative studies in education》2013,26(6):659-684
This paper uses the postcolonial lens to highlight that mainstream research in postcolonial societies still ignores, marginalizes and suppresses other knowledge systems and ways of knowing. The marginalization of local knowledge systems, it is argued, was established in the colonial times that relegated all things indigenous or from the colonized communities as unworthy, uncivilized, barbaric and superstitious. Systematic efforts to inscribe Western ways of cultural, economic, political and social systems were applied during the colonial times and maintained in the post‐independence era. The educational system did not escape the colonial construction of the colonized subjects and their relegation to otherness. Years after the struggle for independence the content of what is taught, methods of teaching and research remain Western in non‐Western contexts. This does not only alienate the ‘othered’ from their own knowledge systems, it can be a matter of life and death as demonstrated by the HIV/AIDS information and education campaign. Using excerpts from studies on HIV/AIDS, the paper highlights that interventions to prevent the spread of HIV/AIDS, legitimized by conventional/Western research knowledge and frameworks, have alienated the people from the struggle to prevent the spread of the virus. Findings from a number of research studies on HIV/AIDS in Botswana are analyzed within the framework of current prevention strategies, more specifically posters and cartoons used in the campaign against HIV/AIDS, to illustrate the marginalization of other knowledge systems and the intersection of the ‘otherness’ ideology with mainstream First World research methodologies. 相似文献
20.
J. Richelle Joe Victoria A. Foster 《International journal for the advancement of counseling》2017,39(3):295-310
People living with HIV/AIDS will likely require services from mental health professionals to address the complex psychosocial effects of the illness. In the United States, counseling students are not likely to be well prepared to serve clients affected by HIV/AIDS, and little is known about their HIV-related knowledge and attitudes. The present study assessed the moral development, HIV/AIDS knowledge, and attitudes toward HIV/AIDS among a national sample of counseling students in the United States. Results indicated that students held biases toward people living with HIV/AIDS and that their attitudes toward HIV/AIDS were inversely related to their level of moral development. 相似文献