ISBN:
9789463001960
Language:
English
Pages:
Online-Ressource (VIII, 184 p, online resource)
Series Statement:
Youth, Media, & Culture Series
Series Statement:
Youth, Media, and Culture Series 4
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als Perspectives on Youth, HIV/AIDS and Indigenous Knowledges in Africa
Keywords:
AIDS (Disease)
;
AIDS (Disease) Prevention
;
HIV infections
;
Education
;
Education
;
Africa
;
Subsaharisches Afrika
;
Jugend
;
HIV-Infektion
;
Soziokultureller Faktor
Abstract:
Preliminary Material /Anders Breidlid , Austin M. Cheyeka and Alawia Ibrahim Farag -- Introduction /Anders Breidlid , Austin M. Cheyeka and Alawia Ibrahim Farag -- Indigenous Knowledges, the Global Architecture of Education and Health, and the HIV/AIDS Pandemic /Anders Breidlid -- The Zambian Bantu Indigenous Explanation of HIV and AIDS /Austin M. Cheyeka -- Stigma and the Process of Deconstructing the Social Identity of Women Living with HIV/AIDS in Sudan /Hwiada Mahmoud Abu Baker and Alawia Ibrahim Farag -- HIV and AIDS and Teacher Education in Zambia /Trinity Chikwanda -- School and Home Sexuality Discourses in Selected Girls’ Secondary Schools in Lusaka /Heather Munachonga -- The Sikenge Female Initiation Rite as a Means of Combatting HIV/AIDS /Mushaukwa Matale -- Perceptions of Condom Use and Sexual Risks among Out-of-School Youths in the Nakonde District, Zambia /Samuel Silomba -- Alleviating HIV/AIDS through Sports and the Ubuntu Cultural Philosophy in Zambia /Kabanda Mwansa -- How the Social Context of Five Former Namibian Street Boys Has Conditioned Their Experience with Schooling /Sigbjørn Solli Ljung -- Lessons from Children’s Participation in CEYA Capoeira Classes, Cape Town, South Africa /Live Grinden and Louis Royce Botha -- About the Contributors /Anders Breidlid , Austin M. Cheyeka and Alawia Ibrahim Farag.
Abstract:
This volume is the result of academic cooperation between scholars in Norway, Sudan, Zambia, and South Africa linked to a master’s program in international education and development. It draws upon studies carried out in Sudan, Zambia, Namibia, and South Africa. Most of the chapters deal with the HIV/AIDS pandemic in various ways. Because youth are the group most vulnerable to HIV/AIDS, the various chapters discuss the complex discursive spaces that youth inhabit and navigate, and where the interlocking concepts of social identity, power, inequality, sexuality, vulnerability, and resilience are brought together. Many of the chapters discuss the HIV/AIDS pandemic in relation to indigenous knowledges and argue for including indigenous knowledges in the fight against the pandemic. The suggestion to include indigenous knowledges opens space for a more varied, holistic, and comprehensive approach to the pandemic. The book invites readers to explore the oppressive and often dangerous socioeconomic situation that many youth in sub-Saharan Africa experience, also beyond the HIV/AIDS pandemic. Chapters on street youth in Namibia and youth in a township in Cape Town discuss the often creative coping mechanisms employed by youth to escape or mitigate the oppressive situations they find themselves in
Note:
Description based upon print version of record
DOI:
10.1007/978-94-6300-196-0
URL:
Volltext
(lizenzpflichtig)
URL:
Volltext
(lizenzpflichtig)
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