"We Are Never Invited": School Children Using Collage to Envision Care and Support in Rural Schools

Autor/inn/en	Khanare, Fumane P.; de Lange, Naydene
Titel	"We Are Never Invited": School Children Using Collage to Envision Care and Support in Rural Schools
Quelle	In: South African Journal of Education, 37 (2017) 1, Artikel 1271 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Khanare, Fumane P.) ORCID (de Lange, Naydene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Rural Schools; Foreign Countries; Acquired Immunodeficiency Syndrome (AIDS); Qualitative Research; Visual Arts; At Risk Persons; Environmental Influences; Educational Environment; Grade 11; Secondary School Students; Social Services; Art Activities; Competence; Health Promotion; Access to Information; Interpersonal Communication; Cooperation; School Community Relationship; South Africa + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Qualitative Forschung; Optische Gestaltung; Risikogruppe; Environmental influence; Umwelteinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; Social service; Soziale Dienstleistung; Soziale Dienste; Künstlerische Tätigkeit; Kompetenz; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Interpersonale Kommunikation; Co-operation; Kooperation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The voices of school children who are orphaned and vulnerable are more often than not missing from conversations about their care and support at school. In a rural ecology this is even more so the case. This article draws on a study with school children in rural KwaZulu-Natal and explores their constructions of care and support in the age of HIV (Human Immunodeficiency Virus) and AIDS (Acquired Immune Deficiency Syndrome). A qualitative approach using collage, a visual arts-based method was used with 20 school children from two rural schools in KwaZulu-Natal, South Africa to coproduce data with the participants, which was analysed using thematic analysis. A bio-ecological systems theory was used to frame how rural school children understand and envision care and support in a rural school context, explaining their ideas of transforming school care and support provided for vulnerable children. The findings point to the need for strengthened competencies and agency, improved collaboration and inclusion at school level, and enhanced relations and agency at community level. The findings suggest a democratising of care and support, and have implications for systemic programmatic interventions and policy-making aimed at strengthening the relationships of the individual, the school and the community. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01