integrating school community concerns in framing ESD and educational quality

Chineka, R; Mukundu, CK

integrating school community concerns in framing ESD and educational quality

Chineka, R Mukundu, CK

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Publisher:: Springer International Publishing Switzerland
Publication Type:: Chapter
Citation:: Schooling for sustainable development in Africa, 2017, pp. 141 - 152
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Chineka, R	en_US
dc.contributor.author	Mukundu, CK	en_US
dc.contributor.editor	Lots-Sisitka, H	en_US
dc.contributor.editor	Shumba, O	en_US
dc.contributor.editor	Lupele, J	en_US
dc.contributor.editor	Wilmott, D	en_US
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	Schooling for sustainable development in Africa, 2017, pp. 141 - 152	en_US
dc.identifier.isbn	978-3-319-45989-9	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126757
dc.description.abstract	This chapter focuses on bridging the educational quality gaps for vulnerable groups when dealing with ESD concerns valued by both teachers and parents. The chapter draws from a qualitative case study that sought to develop teachers’ capabilities and agency to integrate HIV/AIDS education in different subjects across the secondary school curriculum in one secondary school in Zimbabwe. The research site was chosen due to its predisposition as a rich source of data for HIV/AIDS and ESD interactions. Data was gathered from 50 teachers through interactive workshops, interviews, focus groups and open-ended questionnaires. Findings from the study suggest the curriculum could work as a mediating device making connections between the school and its community. The study highlights the role of teachers in mobilising opportunities for learning in diverse classrooms where HIV/AIDS pose unique challenges for particular learners. The study concludes that given the right training and mindsets, teachers become agents of change, and classrooms become therapeutic laboratories where learners’ concerns are valued. Consequently, quality of ESD learning improves as the community of teachers and learners are empowered to live differently. The study recommends reorientation of teacher education to embrace skills for teaching in contexts of risk, vulnerability and uncertainty. Legislators may review and enact policy changes so HIV/AIDS teaching takes a whole-school approach. More so, conceptions of quality education and teacher competency ought to be broadened beyond learner pass rates to include aspects such as creativity and making the world a better place.	en_US
dc.publisher	Springer International Publishing Switzerland	en_US
dc.relation.ispartof	Schooling for sustainable development in Africa	en_US
dc.relation.isbasedon	10.1007/978-3-319-45989-9	en_US
dc.title	integrating school community concerns in framing ESD and educational quality	en_US
dc.type	Chapter
utslib.location	Switzerland	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.place-of-publication	Switzerland	en_US
pubs.publication-status	Published	en_US

Abstract:

This chapter focuses on bridging the educational quality gaps for vulnerable groups when dealing with ESD concerns valued by both teachers and parents. The chapter draws from a qualitative case study that sought to develop teachers’ capabilities and agency to integrate HIV/AIDS education in different subjects across the secondary school curriculum in one secondary school in Zimbabwe. The research site was chosen due to its predisposition as a rich source of data for HIV/AIDS and ESD interactions. Data was gathered from 50 teachers through interactive workshops, interviews, focus groups and open-ended questionnaires. Findings from the study suggest the curriculum could work as a mediating device making connections between the school and its community. The study highlights the role of teachers in mobilising opportunities for learning in diverse classrooms where HIV/AIDS pose unique challenges for particular learners. The study concludes that given the right training and mindsets, teachers become agents of change, and classrooms become therapeutic laboratories where learners’ concerns are valued. Consequently, quality of ESD learning improves as the community of teachers and learners are empowered to live differently. The study recommends reorientation of teacher education to embrace skills for teaching in contexts of risk, vulnerability and uncertainty. Legislators may review and enact policy changes so HIV/AIDS teaching takes a whole-school approach. More so, conceptions of quality education and teacher competency ought to be broadened beyond learner pass rates to include aspects such as creativity and making the world a better place.

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http://hdl.handle.net/10453/126757