Why Context Matters: Understanding the Material Conditions of School-Based Caring in Zambia

Autor/in	Bajaj, Monisha
Titel	Why Context Matters: Understanding the Material Conditions of School-Based Caring in Zambia
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 22 (2009) 4, S.379-398 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Private Schools; Participant Observation; School Administration; Interviews; Student Journals; Foreign Countries; Educational Environment; Teacher Attitudes; Teacher Student Relationship; Acquired Immunodeficiency Syndrome (AIDS); Caring; Prevention; Poverty; Comparative Education; Case Studies; Zambia + Suchen Sie Ihr Suchwort? Private school; Privatschule; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Studentenzeitung; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Prävention; Vorbeugung; Armut; Vergleichende Erziehungswissenschaft; Case study; Fallstudie; Case Study; Sambia
Abstract	This study utilized in-depth interviewing, participant observation, and student diaries completed by participants to examine the quality of teacher-student relationships at a low-cost private school in the townships of Ndola, Zambia. Amidst economic decline and the HIV/AIDS epidemic facing Zambia today, teachers and students developed strong relationships that differed from those found in government secondary schools and were shaped by the economic and social realities in the larger society. These caring relationships were facilitated by official school policy, deliberative spaces created for caring such as longer school hours and smaller class sizes, and strict oversight of teachers by the school administration. Teachers' efforts to provide students advice and resources related to the economic and health crises affecting their community resulted in the development of caring relationships that students noted were unique given their experiences in and exposure to government secondary schools. The findings of this study suggest that scholars of caring in the US and internationally should consider the material conditions of both students' and teachers' lives beyond the school environment in order to understand how caring relationships are structured, limited, and enabled in distinct moments by larger socioeconomic and political realities. (Contains 1 table and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10