Uitgebreide rol van onderwysers in die aanspreek van die behoeftes van kinders wat weerloos gelaat is in die konteks van MIV/VIGS

Taylor, Esmari (2009-03)

Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2009.


This thesis is about children who are vulnerable in the context of HIV/AIDS. The epidemic leaves children vulnerable in a number of ways. The education sector is confronted with vulnerable children and this has caused the roles and responsibilities of teachers to be extended. The research is aimed at determining whether teachers see a role for themselves in this context that extends beyond formal education and also to find out how teachers view this role. The research was conducted at three schools in the Llingelethu community in Malmesbury: a pre-primary school (the Siphumeze Educare Centre), a primary school (Naphakade Primary School) and a high school (Naphakade Secondary School). The research determined that teachers do feel that they have a role in this context, but there were also those who felt that other role players must rather fulfil this role. One of the most important findings of the research was that teachers often view their role in the context of HIV/AIDS in a limited way. In this regard, teachers often think only in terms of children who are infected by die virus, while not taking into account children who are affected in other ways. Teachers, as well as schools, also often still focus on their role in HIV/AIDS prevention. A further aim of the research was to determine which challenges prevent teachers from playing an extended role in the lives of vulnerable children. The participants in the research identified various challenges, including those that are a result of keeping HIV status secret, because of stigma and a lack of trust. A further challenge that was identified is a lack of background information about learners, sometimes as a result of the fact that teachers do not come from the community. Factors that make it difficult for teachers to conduct follow up work were also identified, as well as emotional exhaustion and other facors that prevent teachers from playing an extended role. A lack of support was also identified by participants as a challenge and different dimensions of support were identified.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/3355
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