Imperial College London
Alternate

ProfessorSimonGregson

Faculty of Medicine, School of Public Health

Professor in Demography and Behavioural Science
 
 
 
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Contact

 

+44 (0)20 7594 3279s.gregson

 
 
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Location

 

LG27Praed StreetSt Mary's Campus

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Summary

 

Publications

Citation

BibTex format

@article{Campbell:2016:10.1371/journal.pone.0146322,
author = {Campbell, C and Andersen, L and Mutsikiwa, A and Madanhire, C and Nyamukapa, C and Gregson, S},
doi = {10.1371/journal.pone.0146322},
journal = {PLOS One},
title = {Can Schools Support HIV/AIDS-Affected Children? Exploring the 'Ethic of Care' amongst Rural Zimbabwean Teachers},
url = {http://dx.doi.org/10.1371/journal.pone.0146322},
volume = {11},
year = {2016}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - How realistic is the international policy emphasis on schools ‘substituting for families’ ofHIV/AIDS-affected children? We explore the ethic of care in Zimbabwean schools to highlightthe poor fit between the western caring schools literature and daily realities of schoolsin different material and cultural contexts. Interviews and focus groups were conducted with44 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 conceptualiseschools as spaces of engagement between groups with diverse needs and interests (teachers,pupils and surrounding community members), with attention to the pathways throughwhich extreme adversity impacts on those institutional contexts and social identificationscentral to giving and receiving care. Whilst teachers were aware of how they might supportchildren, they seldom put these ideas into action. Multiple factors undermined caringteacher-pupil relationships in wider contexts of poverty and political uncertainty: loss ofmorale from low salaries and falling professional status; the inability of teachers to solveHIV/AIDS-related problems in their own lives; the role of stigma in deterring HIV/AIDSaffectedchildren from disclosing their situations to teachers; authoritarian teacher-learnerrelations and harsh punishments fuelling pupil fear of teachers; and lack of trust in the widercommunity. These factors undermined: teacher confidence in their skills and capacity tosupport affected pupils and motivation to help children with complex problems; solidarityand common purpose amongst teachers, and between teachers and affected children; andeffective bridging alliances between schools and their surrounding communities–all hallmarksof HIV-competent communities. We caution against ambitious policy expansions ofteachers' roles without recognition of the personal and social costs of emotional labour, andthe need for significant i
AU  - Campbell,C
AU  - Andersen,L
AU  - Mutsikiwa,A
AU  - Madanhire,C
AU  - Nyamukapa,C
AU  - Gregson,S
DO  - 10.1371/journal.pone.0146322
PY  - 2016///
SN  - 1932-6203
TI  - Can Schools Support HIV/AIDS-Affected Children? Exploring the 'Ethic of Care' amongst Rural Zimbabwean Teachers
T2  - PLOS One
UR  - http://dx.doi.org/10.1371/journal.pone.0146322
UR  - http://hdl.handle.net/10044/1/30480
VL  - 11
ER  -
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