Globalization, public policy, and ‘knowledge gap’: Ethiopian youth and the HIV/AIDS pandemic

Fetene, Getnet Tizazu; Dimitriadis, Greg

doi:10.1080/02680930903556323

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…Indeed, sometimes global policies may not be relevant to national or local realities. For example, Fetene and Dimitriadis (2010) argue that some HIV/AIDS policies in Ethiopia have failed to include young peoples' experiences, and therefore do not adequately identify and respond to the most important issues for youth. It is furthermore important to keep in mind that political and economic incentives might influence policy adoption (Steiner-Khamsi 2006): when donor financing is available for a specific global policy, receiving countries are interested in policy take-up.…”

Section: Adoption Mechanisms and Policy Networkmentioning

confidence: 99%

Mechanisms of adopting and reformulating comprehensive sexuality education policy in Ethiopia

Mat

Altinyelken

Bos

et al. 2019

Journal of Education Policy

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Over the past few years, international organisations have advanced Comprehensive Sexuality Education (CSE) as a global policy to promote sexual and reproductive health and rights (SRHR) and address gender-based violence in schools. This paper analyses policy adoption, transfer mechanisms, and reformulation of CSE in Ethiopia, a late adopter of the policy. To do this, we identify education policy transfer mechanisms and apply a gender analysis by focusing on conceptualisations of gender relations in the uptake and reformulation of CSE policies. Drawing on document analysis and stakeholder interviews, the paper reveals that CSE in Ethiopia is largely a donor-driven agenda, advanced through dissemination and networking strategies. CSE is particularly embraced by the Ministry of Health, international organisations and NGOs in Ethiopia, but at the same time, the Ministry of Education and other critics continue to resist adoption, emphasising cultural differences. As a result, CSE in Ethiopia is (re) formulated and reflects narrow conceptualisations of how CSE can address gender-based violence, restricting its focus to health and development outcomes.

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Section: Adoption Mechanisms and Policy Networkmentioning

confidence: 99%

Mechanisms of adopting and reformulating comprehensive sexuality education policy in Ethiopia

Mat

Altinyelken

Bos

et al. 2019

Journal of Education Policy

View full text Add to dashboard Cite

show abstract

“…This research was conducted in Addis Ababa, the capital of Ethiopia and one of the hardest hit cities by the AIDS epidemic. The HIV prevalence rate in this city is estimated to be 15% (Fetene & Dimitriadis, 2010). This metropolis is known to have a large sex industry, which increases the risk of infection.…”

Section: Study Area and Participantsmentioning

confidence: 99%

Students Talk About Their HIV/AIDS Education Courses: A Case Of Addis Ababa, Ethiopia

Sambe¹

2015

JIER

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Leading-for-teacher-learning in Vietnam: A sociological analysis

Ho¹

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This thesis explores the leading-for-learning practices of teachers and school administrators in a regional province in Central Vietnam, particularly in relation to two high performing/'exemplary' schools in that province. The research focuses on teacher leadership practices pertaining to teachers' learning in a context of strong pressure and support for the teaching of English. This includes national educational reform initiatives that are part of the global spread of English as a necessary and desirable capital. The thesis draws upon Bourdieu's theoretical concepts of field, habitus and capital in order to better understand the nature of these leading-for-learning practices. Specifically, the research reveals the complex and contested nature of these practices, the habitus of teachers and formal school leaders involved, the capitals accrued as part of this process, and whether and how these capitals contributed towards improved teacher learning. Two schools were focused upon most strongly specifically because they were considered 'exemplary' schools and the most prestigious academic schools in the province. The first was a school for mainstream students and the latter was for gifted students. Interviews with principals, teachers and administrators were conducted as well as observations of teachers working together, teacher workshops, professional activities and staff meetings.This research provides new insights into the varied practices of leading-for-teacher-learning in these two high schools and district office, and in schooling settings more generally. The research also helps inform understandings of the leadership capabilities of teachers and administrators through a better understanding of the constraints and possibilities for action, and capacity building of teacher leaders. The research is significant beyond the specific case, making a substantial contribution to the existing literature on leadership practices in relation to teacher learning, not just the leadership practices of formal school leaders (especially principals) -a key focus of attention within the leadership literature -but also in relation to leadership practices of teachers and district personnel. The application of a Bourdieuian sociological approach reveals the practices of leadingfor-teacher-learning as complex and contested, involving tensions, pressures and stress faced by teachers and associated educational professionals in their practices of leading learning as part of their professional work. Through this process, educators' habitus is revealed as both shaped by and shaping changing relations in what is described as the field of leading-for-teacher-learning. The research also tries to capture the complexities of how teachers and administrators responded to these broader policy and institutional demands on teachers -evidence of the broader field of power upon the field of leading-for-teacher-learning. The thesis reveals the nature of this field, its dominant logics of practice and how these came to constitute and be constit...

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Globalization, public policy, and ‘knowledge gap’: Ethiopian youth and the HIV/AIDS pandemic

Cited by 3 publications

References 19 publications

Mechanisms of adopting and reformulating comprehensive sexuality education policy in Ethiopia

Mechanisms of adopting and reformulating comprehensive sexuality education policy in Ethiopia

Students Talk About Their HIV/AIDS Education Courses: A Case Of Addis Ababa, Ethiopia

Leading-for-teacher-learning in Vietnam: A sociological analysis

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