School experiences of HIV-positive secondary school learners on ARV treatment in Namibia

Jean Baxen and Emilie Haipinge

International Journal of Educational Development, 2015, vol. 41, issue C, 237-244

Abstract: Although the provision of life-saving antiretroviral (ARV) treatment is central to the medical and policy response to the HIV pandemic, relatively little research in the SADC region and in Namibia particularly, attends to HIV-positive people's experiences and the social effects of taking ARV treatment, with children being least focused on. The study from which the paper is drawn contributes to this dearth by examining the experiences of HIV-positive high school learners on ARV treatment in Khomas Region, Namibia. The study adopted a qualitative case study design based mainly on individual interviews with a purposive, select sample of eight learners at the site school where one of the authors is a teacher-counsellor. Pervasive stigma and discrimination in school notwithstanding, learner journeys reflect shifts from deep despair towards the emergence of voice, positive self-concept, as well as resilient dispositions and behaviour.

Keywords: Education; Disease; Schooling; Agency and resilience (search for similar items in EconPapers)
Date: 2015
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:41:y:2015:i:c:p:237-244

DOI: 10.1016/j.ijedudev.2014.11.002

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