Education and Development

Shizha, Edward; Kariwo, Michael T.

doi:10.1007/978-94-6091-606-9_1

Cited by 11 publications

(25 citation statements)

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“…Several teachers faced overwhelming problems in their own lives. Although none disclosed positive status to us estimates suggest that one in three are likely to have been HIV-positive themselves [ 9 ], and struggling to solve HIV-related problems in their own families [ 14 ], let alone feeling able to tackle complex issue of counselling and supporting the highly marginalised children in their care. Above, we have cited Noddings’ [ 24 ] US-based work which emphasises the need for teachers to ‘emphathise’ with children’s problems as the pathway to caring attitudes and behaviours.…”

Section: Discussionmentioning

confidence: 99%

“…We explore these issues through a study of understandings and practices of care by teachers in rural Zimbabwe, locating these issues within the complex spaces of engagement between children, teachers and surrounding community members that constitute the school environment. Economic and political instability, dwindling teacher numbers, and the withdrawal of many non-governmental organisations (NGOs) has led to reduced support for Zimbabweans affected by HIV/AIDS, a fall in the status of the teaching profession and a dearth of human and financial resources for schools-based HIV/AIDS responses [ 7 – 9 ]. Given wider international debates about the role of local communities in responding to social problems–in contexts of reduced welfare support from governments and the contraction of international development funding–Zimbabwe provides a particularly productive site for exploring the potential for indigenous local responses to HIV/AIDS in marginalised settings that lack substantial external help or support [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

“…establishing children’s committees within a children’s rights framework [ 11 , 12 ]. Acknowledging that teachers are also vulnerable to HIV/AIDS (in Zimbabwe an estimated one in three teachers are HIV positive [ 9 ]), policies also advocate that schools offer similar care and support to HIV/AIDS-affected teachers [ 4 , 5 ].…”

Section: Introductionmentioning

confidence: 99%

“…At the time of our study in 2012 salaries averaged approximately $400 per month, which placed them below the “breadline” of $500 required just to feed a family of five [ 42 , 43 ]. Many teachers ‘moonlighted’ to earn money through other means, with an increase in teacher absenteeism and drinking [ 9 ]. The status of teaching continues to decline, with a brain-drain to neighbouring countries offering better wages and conditions of service, and fewer young people joining the profession [ 43 , 44 ].…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2016

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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/AIDS-affected children from disclosing their situations to teachers; authoritarian teacher-learner relations and harsh punishments fuelling pupil fear of teachers; and lack of trust in the wider community. These factors undermined: teacher confidence in their skills and capacity to support affected pupils and motivation to help children with complex problems; solidarity and common purpose amongst teachers, and between teachers and affected children; and effective bridging alliances between schools and their surrounding communities–all hallmarks of HIV-competent communities. We caution against ambitious policy expansions of teachers' roles without recognition of the personal and social costs of emotional labour, and the need for significant increases in resources and institutional recognition to enable teachers to adopt support roles. We highlight the need for research into how best to create opportunities for teacher recognition in deprived and disorganised institutional settings, and the development of more culturally appropriate notions of caring.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

et al. 2016

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“…In recent years, schools in Zimbabwe have been severely disrupted by political and economic challenges and the retreat of many NGOs (Shizha and Kariwo, 2011). In 2008, at the height of the economic crisis, many schools closed altogether; although this situation has improved with schools reopening after the government abandoned the local currency in favour of the American dollar.…”

Section: Introductionmentioning

confidence: 99%

Factors shaping the HIV-competence of two primary schools in rural Zimbabwe

Campbell

Andersen

Mutsikiwa

et al. 2015

International Journal of Educational Development

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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.

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Internationalisation of higher education and national development: the case of Zimbabwe

McGrath

Thondhlana

Garwe³

2019

Compare: A Journal of Comparative and International Education

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The discourse of the internationalisation of higher education continues to grow in influence. Whilst the bulk of the IHE literature has been Northern-focused and dominated, there was an African strand a decade or so ago that has sought to understand what the discourse means in African contexts, shaped profoundly as they have been by colonialism. This debate is ripe for revisiting given the very different context of the post-2015 period and a return to debates about the decolonisation of African higher education. Through an exploration of the case of Zimbabwe, we question of whether IHE discourses and practices can be placed at the service of development alternatives in spite of their Northern neoliberal roots and whether, therefore, there may be a new notion emerging of a development university that is grounded both in local and global contexts.

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Education and Development

Cited by 11 publications

References 0 publications

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

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

Factors shaping the HIV-competence of two primary schools in rural Zimbabwe

Internationalisation of higher education and national development: the case of Zimbabwe

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