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The emergence of an ethic of care in rural Kenyan schools? Perspectives of teachers and orphaned and vulnerable pupils

Skovdal, M. and Evans, R. (2017) The emergence of an ethic of care in rural Kenyan schools? Perspectives of teachers and orphaned and vulnerable pupils. Children's Geographies, 15 (2). pp. 160-176. ISSN 1473-3285

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To link to this item DOI: 10.1080/14733285.2016.1214236

Abstract/Summary

In the context of HIV, there is considerable debate about the role of schools and teachers as potential sources of care and support for vulnerable children. This qualitative research examines ‘care’ as experienced and practiced by pupils and teachers in rural Western Kenya. In primary and secondary schools, interviews were conducted with 18 teachers and 57 orphaned and vulnerable pupils, alongside Photovoice. Drawing on thematic analysis and an ‘ethic of care’ theoretical perspective, we unpack the informal caring practices of teachers within resource-constrained settings. The research provides glimpses of schools as spaces of care, participation and support for orphaned and vulnerable pupils. Recognising and providing institutional support for the development of an ethic of care in schools may help to tackle the considerable educational barriers facing girls and boys who are orphaned and vulnerable and move ‘care’ closer towards the centre of educational policy and practice in the global South.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Science > School of Archaeology, Geography and Environmental Science > Human Environments
Faculty of Science > School of Archaeology, Geography and Environmental Science > Department of Geography and Environmental Science
ID Code:65847
Uncontrolled Keywords:Orphaned and vulnerable children; education spaces; gender discrimination; ethics of care; HIV epidemic; rural Kenya
Publisher:Taylor & Francis

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