ACT UP,Haitian Migrants,and Alternative Memories of HIV/AIDS

In 1786, backcountry Massachusetts farmers, fed up with government policies favoring aristocratic elites, marched on courts to bar the entry of judges and juries. Enacting a long-standing tradition known to colonists as a “Regulation,” the farmers’ movement became known as Shays's Rebellion. Erupting in the turbulent days following the War for Independence, yet predating the formation of the national Constitution, Shays's Rebellion was understood as a crucial post-war attempt to deploy state violence to manage popular dissent; thus, Shays's Rebellion produced deeply problematic yet lasting rhetorical conventions for justifying the compromised forms of republicanism that mark the early republic.     

The rhetoric of auscultation: Corporeal sounds,mediated bodies,and abortion rights

This essay argues that corporeal sound, including the spoken voice and the auscultated heartbeat, can be understood as material rhetoric, and that material rhetoric, by extension, should be understood as both a force and a networked fluid. I illustrate this argument through the case study of abortion practices and policies, arguing that both mandated heartbeat auscultation and physician speech-and-display provisions represent the forceful fluidity of material rhetoric and demonstrate the power of such rhetoric to carve out networks of meaning. Through this networking, sound’s material role in defining autonomy takes on a powerful role in debates over fetal personhood.     

Educating for an Inclusive World: Lessons Learned From A Globally Networked Human Rights and Disability Course for Social Work and Law Students

This article examines an innovative model of online international education regarding disability through a human rights perspective piloted through a collaboration between Universidad LaSalle, Mexico, and University at Buffalo, United States. The course is organized around a pressing global human rights and development issue. Its objective is to promote effective practice with persons with disabilities through cross-national, cross-disciplinary, human-rights based education; strengthen students’ sense of global engagement; and foster cross-cultural expertise and competence with diversity. The implications for effective professional education in law and social work are discussed. The article also examines pedagogical strategies and presents case study materials, identifies key disability rights themes common to both nations and cultures, and explores how distance learning technology is implemented in the course. A preliminary assessment of this newly piloted approach is also presented, based on data from students, as well as the implications for teaching and practice.     

Educational attainment and HIV/AIDS prevalence: A cross-country study

Using data for a large cross-country sample, a reasonable model is estimated to judge the effect of adult educational attainment on prevalence of HIV. Three main points are noted. First, there is an indication of a significantly negative effect of educational attainment on HIV prevalence. Second, magnitude of the impact appears sizable. Third, a simple test suggests that the model does not have any major specification problem. Three additional aspects may also be interesting. First, the impact of per capita income is negative but statistically weak. Second, the effect of health expenditures lacks significance and does not carry the expected sign. Third, the proportion of population that is Muslim has a significantly negative association with HIV prevalence, perhaps reflecting the widely-shared view that male circumcision lowers acquisition of the disease.     

Vulnerable children,communities and schools: lessons from three HIV/AIDS affected areas

The growing number of children made vulnerable by HIV/AIDS threatens the achievement of Education for All (EFA) and Millennium Development goals. Policy recommendations assign schools key roles in meeting the needs of vulnerable children, but there is a dearth of evidence about how vulnerable children and schools interact in AIDS affected communities. Case studies of schools and vulnerable children in Kenya, Malawi and Zimbabwe show that although schools are materially and symbolically well‐positioned to serve as the institutional base to meet the needs of vulnerable children, schools are not accountable for these children and have not reorganised or built capacity to meet their special needs. The Malawi and Zimbabwe cases show that elimination of fees, passive open door policies and exhortations are insufficient measures to bring and keep these children in school. The Kenya case study suggests that investments in long term, well‐resourced local partnerships can be effective.     

Food Fights: Cookbook Rhetorics,Monolithic Constructions of Womanhood,and Field Narratives in Technical Communication

Field narratives that (re)classify technical genres as liberating for women risk supporting the notion that feminism is a completed project in technical communication scholarship. This article suggests that technical communicators reexamine the impact of past approaches to critical engagement at the intersections of gender studies and technical communication; cookbooks provide a material example. The authors illustrate how a feminist approach to cookbooks as technical/cultural artifacts can productively revise field narratives in technical communication.     

A Study of the Relationship Between Child Care Providers' Use of HIV/AIDS Information Sources, Knowledge of HIV/AIDS, and Attitudes Toward Caregiving Policies

The human immunodeficiency virus (HIV), the virus that leads to acquired immunodeficiency syndrome (AIDS), has been a part of American society for over two decades. Today, HIV/AIDS touches all demographic groups, including young children. It is for this reason that child care providers need to be informed about HIV/AIDS and related policies that impact their work with young children. The purpose of this study was to examine child care providers' use of different HIV/AIDS information sources in relationship to their knowledge about HIV/AIDS and their response to common childhood behaviors and classroom situations involving an HIV-infected child. Results suggest that different types of information sources are associated with different aspects of providers' knowledge about and response to pediatric HIV/AIDS. Implications for the planning and delivery of HIV/AID training involving child care providers are discussed.     

HIV/AIDS and Education: a study on how a selection of school governing bodies in Mpumalanga understand,respond to and implement legislation and policies on HIV/AIDS

Very little research has been done in South Africa on HIV/AIDS and education. This article is a small attempt to plug the gap. The purpose of the research is to investigate the legal and policy provisions and implications regarding HIV/AIDS for rural and township schools in the Mpumalanga district of South Africa. It seeks to answer three questions: (1) What is the status of policy and legislation on HIV/AIDS and Education in South Africa? (2) How do schools understand, respond to and manage issues of law and policy regarding HIV/AIDS? (3) What are the possible areas of conflict between legal and policy provisions and educational practices and behaviours? After examining the different laws relating to HIV/AIDS and education in South Africa a case study approach is used to explore the research questions in a number of rural and township schools. The findings highlighted a general ignorance of basic human rights issues, the right to confidentiality, the right to security from discrimination if it is known that a teacher or a pupil is HIV positive, the right to privacy and the right, under certain circumstances, to disclosure. The findings also reveal a distance between policy and practice so that schools need to develop vigilance with respect to any legal challenges that they might face at a local level. The findings also show that governing bodies should be made aware of the general legal issues surrounding the individual and HIV/AIDS before they can introduce fair and balanced policies.     

Agriculture and HIV/AIDS: A Challenge for Integrated and Interactive Approaches

Abstract

One of the main problems in Southern Africa in relation to HIV/AIDS is food insecurity. The vicious relation between malnutrition, HIV infection and AIDS impact drives individuals, households and communities in a downwards spiral of impoverishment. Although scientists and development practitioners have stressed the importance of interactive approaches to mitigate the impact of AIDS on agriculture and rural development, sustainable implementation is far from easy and straightforward. This study aims to gain insight into the main lessons and challenges with respect to their design and implementation. Literature review of interactive approaches in agriculture and natural resource management shows that several principles and process guidelines are considered key factors to successful implementation. Although HIV/AIDS does not seem to change these conditions, personal experiences from researchers, development practitioners and extension workers do reveal new and unforeseen challenges.     

HIV/AIDS educators: The challenges and issues for Namibian bachelor of education students

The Life Skills course is offered to Namibian students in grades eight through twelve. It includes lessons on HIV/AIDS, imparting information and equipping them with the necessary psycho-social skills to assist in reducing the risk of becoming infected. Teachers are the impetus for the success of the course. As such, research was undertaken to understand the knowledge, attitudes, and concerns of Namibian Bachelor of Education students in order to be effective HIV/AIDS educators. Findings determine a gap in knowledge about HIV/AIDS-related issues. Moreover, many students indicated reluctance and a lack of self-efficacy to properly implement HIV/AIDS education.     

Human rights,cosmopolitanism and utopias: implications for citizenship education

Citizenship education, defined as learning to live together, requires agreement on certain common principles. One central purpose of a state education system is the transmission of common normative standards such as the human rights and fundamental freedoms that underpin liberal democratic societies. The paper identifies the conceptual roots of the Universal Declaration of Human Rights (UDHR) in the sociological concept of utopia and Enlightenment cosmopolitanism. In the UDHR, the vision of freedoms that may promote human flourishing provides a precise way of conceptualising limits on state power. Whilst human rights is not a general theory, the concept has the hugely beneficial property of enabling people whose value systems are diverse and apparently incompatible, nonetheless to recognise and accept common standards and principles that make living in society possible. The implications of this are that human rights education is rightfully recognised as an essential component of citizenship education.     

Perspectives on HIV/AIDS stigma and discrimination: voices of some young people in Ghana

This paper examines Ghanaian young people's perceptions of the determinants of HIV- and AIDS-related stigma and discrimination, and how these perceptions may influence the de-stigmatisation process. Drawing on findings from an in-depth, multi-method qualitative study involving 104 school and street young people aged between 14 and 19 years, the paper presents young people's accounts of HIV and AIDS. The paper provokes discussion on how language and images associated with existing educational programmes on HIV and AIDS place young people in a dilemma. It also argues that fear and secrecy associated with the disease not only consolidate stigmatisation and discrimination, but also create the desire for retribution. It concludes by challenging health educators to pay particular attention to the language and images used in future educational programmes.     

Evaluating knowledge,attitudinal, and behavioral change effects from a multinational HIV/AIDS education program for youth

This project tracked the mid-term evaluation processes, practices, and products of a multinational program to reduce at-risk behaviors for HIV/AIDS among children in Kenya, Tanzania, and Haiti. It focused on participant and community perceptions; program effectiveness in promoting abstinence and monogamy decisions; and factors supporting ongoing resistance, decision persistence, and program sustainability. Instrumentation included focus groups and interviews with 731 participant youth, parents, community stakeholders, and staff; program documents; and expert on-site observations. Program efforts are effective in influencing informational, attitudinal, and behavioral changes across stakeholder groups. Data underscore process effects of specific program tools and features, through participant attributions. Critical relationships between internal and external factors, and collective local practices grown from program knowledge and skills, support risk reduction awareness and behaviors. Systematic evaluation, including design features, can inform similar efforts across national and cultural boundaries. Effective strategies are highlighted and linked to community perceptions and program outcomes.     

民主公民的教育：1995-2005年公民教育的研究、政策与实践述评

公民教育在2002年已经成为英格兰中学阶段的国家法定课程。最近,在全英国,以至欧洲和全球范围内也正在开展类似的改革。我们考察了欧洲和全球背景下国家课程的发展,探究不断增长的内在支撑民主公民教育(EDC)的人权方面的国际共识;确立了一些小的主题开展研究,如:多元性与一元性、世界公民教育、作为公民的儿童、民主的学校教育、学生对民主和公民社会的理解、学校和社区的当代角色、欧洲公民身份、学校层面公民教育的实施,等等。     

The hidden human rights curriculum of surveillance cameras in schools: due process,privacy and trust

This article explores how school principals integrate Closed Circuit TV systems (CCTVs) in educational practices and analyses the pedagogical implications of these practices through the lens of human rights. Drawing on interviews with school principals and municipality officials, we found that schools use CCTVs for three main purposes: (1) Discipline: gathering evidence by semi-legal procedures, which replace educational processes and are inattentive to pupils’ voices; (2) Monitoring: real-time surveillance of pupils, which includes both caring and policing practices; and (3) Producing trust, by refraining from accessing the footage. This usage attempts to invert the concern that CCTVs undermine trust, but it may prove a double-edged sword if the pupils do not believe the principal. We argue that each of these approaches shapes the schools’ hidden human rights curriculum, by which pupils learn about due process, privacy, and autonomy, and about the power relations that determine the scope of these rights.     

Political depression,cruel optimism and pedagogies of reparation: questions of criticality and affect in human rights education

This article argues that there is an urgent need to engage with a deeper analysis of the contemporary culture of ‘political depression’ and its affective implications in human rights education (HRE). In particular, the article focuses on the following questions: How might a theorization of political depression be relevant to efforts that aim to renew criticality in HRE? In which ways can a ‘critical’ HRE turn our attention to important ethical, political and affective questions on human rights? Can the negativity of political depression become a site for HRE pedagogies that are ‘reparative’? The article makes an attempt to articulate some of the content and strategies of pedagogies of reparation and their significance in what is currently being formulated in the literature as ‘critical human rights education’. Reparative pedagogies invite in the classroom the challenge of how students can learn from unimaginable traumatic histories, while acknowledging the affective politics of histories of violence, oppression and social injustice, without falling into the trap of sentimentality, but rather engaging in social justice-oriented action and activism.     

Dolores Huerta,the United Farm Workers,and people power: Rhetorical participation in Latina/o/x suffrage and social movements

ABSTRACT

Dolores Huerta, co-founder of the United Farm Workers Union, was and still is involved in a number of social justice causes, including voter participation. Since her days working at the Community Service Organization in the 1950s, she has long advocated for registering and organizing voters as part of a broader strategy to enfranchise Mexican, Mexican American, and other historically marginalized groups. This essay explores a few brief examples of her calls to get out the vote and participate in social movements more broadly to address the deep-seated problems of “citizenship excess” that face Mexican, Mexican American, and other immigrant communities (as well as many others) in the United States. In addition, Huerta has strongly advocated for “people power” as a way to get marginalized people into activism, especially those with intersectional identities related to race, ethnicity, gender, class standing, sexuality, and political orientations.     

Human rights,education for democratic citizenship and international organisations: findings from a Kuwaiti UNESCO ASPnet school

While universal human rights frameworks and democratic models of government have gained global support and even adherence, they often exist in tension with local cultural and religious practices. In Kuwait, tensions arise between its constitution, legal system and Islam, with several groups consequently marginalised. These tensions extend into the education system. This paper seeks to explore both theoretically and contextually the potential of a curricular module introduced in 2006 in deepening education for democratic citizenship in Kuwait. Theoretical analysis reveals the module, introduced without altering the authoritarian ethos of the system, to be quite a thin engagement with the concepts of rights and democracy. However, its enactment within the case study school – both representative of an authoritarian state school and a member of UNESCO’s Associated Schools Project Network (ASPnet) – uncovered its deeper potential and perhaps discovered the reason for its swift relegation from a three-year to a one-year programme.     

Positioning ourselves in our academic lives: exploring personal/professional identities,voice and agency

ABSTRACT

This paper provides a rationale for understanding personal/professional identities to support personal/professional learning and positioning in academe and higher education. It explains the importance of women writing and speaking out the stories of their lives (everyday and academic), having their voices heard and responded to, and using embodied knowledge to question and challenge workplace systems and structures of power and sexism and invisibility. Importantly, this paper opens the space for women’s visibility, voice and agency in academic and educational life.     

Review of: National Institutes of Health Curriculum Supplements: Human Genetic Variation and Cell Biology and Cancer,by Biological Sciences Curriculum Study and Videodiscovery; 1999; http://science.education.nih.gov/customers.nsf/highschool.htm

The National Institutes of Health publishes a series of science curriculum supplements for K–12 education that are available from their Web site free of charge (http://science.education.nih.gov/supplements). In this feature, we review two of the high school supplements, Human Genetic Variation and Cell Biology and Cancer. Overall, we find that they are both excellent resources that engage students in learning science content while emphasizing the impact of scientific breakthroughs on personal and public health. In this review, we highlight the many strong features of the curricula and point out instances in which teachers may wish to seek out supplemental, updated information.