BC-Department of Educational management, Policy and Curriculum Studies
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Browsing BC-Department of Educational management, Policy and Curriculum Studies by Author "Chege, Fatuma N."
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Item Finding our voices gendered & sexual identities and HIV/AIDS in education(Unicef, 2017) Chege, Fatuma N.HIV/AIDS is one of Africa’s major development challenges. Since the 1980s, it has continued to devastate the lives of millions of people across the continent. Today, the Eastern and Southern Africa region is the most hard hit in the world. Most worrying is the fact that more than half of the newly HIV-infected are young people between 15 and 24 years of age. Throughout the region, the risk of HIV infection for young women is also increasing. Of the 8,600,000 young people living with HIV/AIDS in sub-Saharan Africa, 67 percent are young women and 33 percent are young men (Young People and HIV/AIDS: Opportunity in Crisis, UNICEF, UNAIDS, WHO, 2001). These grave scenarios have provided the rationale for the UNICEF Eastern and Southern Africa Regional Office (UNICEF ESARO) to give first priority to HIV/AIDS. The first priority status includes a policy that requires each section of the Regional Office to spend 50 percent of its budget on HIV/AIDS-related programmes. The initiative on Gender, Sexuality and HIV/AIDS in Education was launched in Blantyre, Malawi by UNICEF ESARO in July 2001 through a regional workshop for young people. The initiative is a collaborative endeavour between the regional HIV/AIDS and Education sections with funding from UNAIDS and the Norwegian Ministry of Foreign Affairs for the Girls’ Education Programme. The Girls’ Education Programme recognises “gender” as the features associated in specific cultures with masculinity and femininity, and acknowledges that not all societies and cultures share the same ideas of what it means to be male or female. As the title of this book suggests, there is overwhelming silence about the role of gender and sexuality in the construction of identities. The identity of being women/men or girls/boys is taken for granted as a fixed natural endowment that corresponds with being female or male. Being female is thus gendered as feminine and polarised against the masculine. Such assumptions tend to divert attention from the fact that human beings are continually producing and reproducing themselves as particular women/men or girls/boys in different social contexts. This book provides space for girls and boys to address the gendering of their own identities and those of others Following the Malawi workshop, the Regional Office undertook a study in seven countries to examine young peoples’ perceptions and experiences of gender, sexuality and HIV/AIDS in education. These seven countries were Botswana, Kenya, Rwanda, South Africa, Tanzania, Zambia and Zimbabwe. The research findings are being used to furnish educationists, policymakers and parents with rich information about the cultures and identities of young people. The life skills education programme emerging from this study aims to provide effective prevention and mitigation of the impact of HIV/AIDS in our education systems.Item Girls' and women's education in Kenya: gender perspectives and trends(UNESCO, 2006) Chege, Fatuma N.; Sifuna, DanielItem Girls' and Women's Education in Kenya: Gender Perspectives and Trends(Unesco, 2006) Chege, Fatuma N.; Sifuna, Daniel N.Item Religious Pluralism, Conflict and HIV/Aids Education in Refugee-Affected Regions of North-Western Kenya(www.iiste.org, 2014) Chege, Fatuma N.; Ochieng, Rubai MandelaThis paper examines how multi-religious factors influence the teaching and learning of HIV/AIDS education in refugee schools based on a qualitative study conducted in refugee-affected communities in North-Western Kenya. The study involved a total of 3 primary schools from Kakuma Refugee Camp (KRC) and 3 from the host community. A sample of 617 respondents of diverse nationalities, including 356 male and 160 female pupils, was used. The study utilized semi-structured interviews, observation, FGDs, documentary analysis and drawings to generate data. The findings reveal that, first; traditional ethnic cultures interacted with religion to influence the nature and level of interaction between boys and girls during HIV/AIDS education lessons, thereby determining the process of learning. Whereas Somali Muslim pupils sat and worked in same gender clusters, Christian Sudanese and Turkana boys and girls interacted across genders more freely. Consequently, the cultural and religious tendencies denied Muslim Somali boys and girls an opportunity to work together as allies in addressing pertinent and effective strategies in HIV/AIDS education. Further, unlike the Christian Turkana and Ugandan girls who seemed open and outgoing in their participation in HIV/AIDS education activities, Somali and Ethiopian Muslim girls remained quiet, reserved and shy as a way of showing respect to male teachers and pupils. In this regard, Kenyan Christian teachers interpreted the behaviour of Somali and Ethiopian Muslim girls to mean disobedience and hence, tended to exclude the girls during classroom activities. Because religion determined the teacher’s interpretation of the content, pupils received different and sometimes conflicting messages on similar topics depending on the teacher’s religious background. It was therefore concluded that religious beliefs influenced the learning of HIV/AIDS education in refugee schools in a complex manner, which teachers need to understand clearly for them to be able to enhance inclusive and responsive learning