Can Schools Support HIV/AIDS-Affected Children? Exploring the 'Ethic of Care' amongst Rural Zimbabwean Teachers

PloS One
Catherine CampbellSimon Gregson

Abstract

How realistic is the international policy emphasis on schools 'substituting for families' of HIV/AIDS-affected children? We explore the ethic of care in Zimbabwean schools to highlight the poor fit between the western caring schools literature and daily realities of schools in different material and cultural contexts. Interviews and focus groups were conducted with 44 teachers and 55 community members, analysed in light of a companion study of HIV/AIDS-affected pupils' own accounts of their care-related experiences. We conceptualise schools as spaces of engagement between groups with diverse needs and interests (teachers, pupils and surrounding community members), with attention to the pathways through which extreme adversity impacts on those institutional contexts and social identifications central to giving and receiving care. Whilst teachers were aware of how they might support children, they seldom put these ideas into action. Multiple factors undermined caring teacher-pupil relationships in wider contexts of poverty and political uncertainty: loss of morale from low salaries and falling professional status; the inability of teachers to solve HIV/AIDS-related problems in their own lives; the role of stigma in deterring HIV/...Continue Reading

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Feb 10, 2012·Population and Development Review·Emilio Zagheni
Apr 29, 2014·BMC Public Health·Catherine CampbellSimon Gregson

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Citations

Jul 25, 2019·African Journal of AIDS Research : AJAR·Scholastic AshabaAlexander C Tsai
Dec 20, 2018·Nursing Inquiry·Renata de Moura Bubadué, Ivone Evangelista Cabral
Mar 10, 2021·African Journal of AIDS Research : AJAR·Wilberforce Kurevakwesu
Oct 13, 2021·African Journal of AIDS Research : AJAR·Edith ApondiPaula Braitstein
Oct 13, 2021·African Journal of AIDS Research : AJAR·Dennis Junior ChorumaRutendo Moyra Pasirayi

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