Download Free Exploring Students Experiences Of An Hiv Aids Service Learning Module At The University Of Kwazulu Natal Book in PDF and EPUB Free Download. You can read online Exploring Students Experiences Of An Hiv Aids Service Learning Module At The University Of Kwazulu Natal and write the review.

The proposed book moves away from a special education course, reflecting a broad consideration of social justice and inclusion that encompasses a variety of concerns about the lived experience of domination, oppression and injustice, and seeks to understand the complex intersections of a number of often overlapping categories of social identity and conflict, including cultural, ethnic, and racialised identities, gender sexual orientation, class and disability.
Applied Theatre: Women and the Criminal Justice System offers unprecedented access to international theatre and performance practice in carceral contexts and the material and political conditions that shape this work. Each of the twelve essays and interviews by international practitioners and scholars reveal a panoply of practice: from cross-arts projects shaped by autobiographical narratives through to fantasy-informed cabaret; from radio plays to film; from popular participatory performance to work staged in commercial theatres. Extracts of performance texts, developed with Clean Break theatre company, are interwoven through the collection. Television and film images of women in prison are repeatedly painted from a limited palette of stereotypes – 'bad girls', 'monsters', 'babes behind bars'. To attend to theatre with and about women with experience of the criminal justice system is to attend to intersectional injustices that shape women's criminalization and the personal and political implications of this. The theatre and performance practices in this collection disrupt, expand and reframe representational vocabularies of criminalized women for audiences within and beyond prison walls. They expose the role of incarceration as a mechanism of state punishment, the impact of neoliberalism on ideologies of punishment and the inequalities and violence that shape the lives of many incarcerated women. In a context where criminalized women are often dismissed as unreliable or untrustworthy, the collection engages with theatre practices which facilitate an economy of credibility, where women with experience of the criminal justice system are represented as expert witnesses.
This book is about the self-study of teacher education practices at a time when inclusion and diversity are being questioned. Authors of various backgrounds and identities draw on their own experiences to examine the challenges of preparing teachers.
In Education, Learning, Training: Critical Issues for Development, renowned scholars and practitioners examine shifts in global education policy and practice over the last 50 years.
This book demonstrates how data from participatory visual methods can take people and communities beyond ideological engagement, initiating new conversations and changing perspectives, policy debates, and policy development. These methods include, for example, photo-voice, participatory video, drawing/mapping, and digital storytelling. Organised around a series of tools that have been used across health, education, environmental, and sociological research, Participatory Visual Methodologies illustrates how to maintain participant engagement in decision-making, navigate critical issues around ethics, track policies, and maximize the potential of longitudinal studies. Tools discussed include: Pedagogical screenings Digital dialogue devices Upcycling and ‘speaking back’ interventions Participant-led policy briefs An authoritative and accessible guide to how participatory visual methods and arts-based methods can influence social change, this book will help any postgraduate researcher looking to contribute to policy dialogue.
A textbook which provides care workers with practical information when dealing with HIV/AIDS. Issues addressed include the fundamental facts about the virus and its spread. principles for behavioural change, education of children, pre and post test counselling, nursing care principles and the legal and ethical aspects of HIV/AIDS.
The decision to change one's job is usually preceded by a process of job evaluation and determining alternative employment opportunities. Dissatisfaction with the workplace can be a strong incentive to seek alternative opportunities. This study focuses on the role played by job satisfaction, morale and HIV/AIDS in educator attrition. The responses of educators who considered leaving their jobs were compared to the responses of those preferring to stay. Findings reveal that job dissatisfaction linked to poor salaries and limited possibilities for career development, as well as the lack of status and respect attached to the profession, may push educators out of the classroom. The low morale amongst potential leavers reflects this dissatisfaction, as well as the stress caused by curriculum transformation and the emotional impact of HIV/AIDS. Factors encouraging educators to stay in their profession included their passion for developing young people and strong collegial relationships. However, many also feel trapped by limited job alternatives, and may embark on withdrawal options such as increased absenteeism or lower outputs. It is crucially important to deal with the sources of educator frustration, lest the result becomes deteriorating service provision and quality in South African education.
In this book scholars present new interpretations of African cities, from the pre-colonial to the modern, set in the context of national and international economy, politics and culture. While providing insights into the evolution of African cities, they also raise issues of vital importance to the survival of African cities. The chapters capture the mixed legacies of colonialism and the lingering consequences of neo-colonialism in a so-called age of globalisation.
This volume outlines the assumptions and beliefs that distinguish the concept of the reflective teacher from the view of the teacher as passive and a mere technician -- a view that teacher education programs and schools have historically promoted. The authors demonstrate how various conceptions of reflective teaching differ from one another. They believe that it is only through teachers' reflections on their own teaching that they become more skilled, more capable, and in general better teachers. This is the first volume in the "Reflective Teaching and the Social Conditions of Schooling" series. The major goal of both this book and of all of the volumes to follow in this series is to help teachers explore and define their own positions with regard to the topics and issues at hand within the context of the aims of education in a democratic society.
This edited book aims to provide a global perspective on socioscientific issues (SSI), responsible citizenship and the relevance of science, with an emphasis on science teacher education. The volume, with more than twenty-five contributors from Africa, North and South America, Asia, Australasia and Europe, focuses on examples from in- and pre-service teacher training. The contributors expand on issues related to teachers’ beliefs about teaching SSI, teachers’ challenges when designing and implementing SSI-related activities, the role of professional development, both in pre- and in-service teacher training, in promoting SSI, the role of the nature of science when teaching SSI, promoting scientific practices through SSI in pre-service teaching, and the role of indigenous knowledge in SSI teaching. Finally, the book discusses new perspectives for addressing SSI in teacher education through the lens of relevance and responsible citizenship.