Theorising community engagement in sexual and reproductive health promotion in South Africa

This research explored barriers and facilitators of community engagement in sexual and reproductive health promotion in communities in the Eastern Cape, South Africa. Findings revealed various contextual individual-level and societal-level factors interact to influence community engagement. A theoretical model of influences was developed to guide future public health practice

Inclusive Policy? An Intersectional Analysis of Policy Influencing Women's Reproductive Decision‐Making

Policy can be used and experienced as a tool for social inclusion or exclusion; it can empower or disenfranchise. Women’s reproductive decision‐making and health is impacted by policy, and women’s experiences of diverse and intersecting marginalised social locations can influence their experiences of policy. This research aimed to explore how intersectionality is considered within Victorian state government policies that influence and impact women’s reproductive decision-making. A systematic search of Victorian (Australia) government policy instruments was undertaken, identifying twenty policy instruments. Policies were analysed using an intersectional policy analysis framework using a two‐stage process involving deductive coding into the domains of the framework, followed by inductive thematic analysis within and across domains. Findings reveal inconsistencies within and across policies in how they consider intersecting social relations of power in the representation of problems, women's positionings, policy impacts, and policy solutions. These gaps could exclude and marginalise individuals and groups and contribute to systemic inequities in women’s reproductive decision-making and the outcomes of those decisions, particularly among already marginalised groups. The lack of women's voices in policy further excludes and marginalises those impacted by the policy and limits the representation of all women in policy. Policy development needs to meaningfully involve women with diverse and intersecting marginalised social locations, and critical reflexivity of all stakeholders, to ensure policies can better account for the experiences of, and impacts upon, women who are marginalised and effect change to promote social inclusion and equity in women’s reproductive decision‐making

"The university didn\u27t actually tell us this is what you have to do": Social inclusion through embedding of academic skills in first year professional courses

This paper presents findings from a mixed methods project investigating first year social work students\u27 perceived role in academic skills and thier development.  Students expressed the perception that academic skill requirements and how they would be assessed should be made explicit, and idenfied a stigma associated with accessing study support services.  The aper concluses that an intentional design strategy, such as embedding academic skills into the curriculum, helps bridge the different expectations between academics and students and hence constitutes a socially inclusive strategy to teaching professional courses sucha s social work, within higher education.  Recommendations to enhance the succes and sustainability of such an initiative in the current higher educacion environment are offered

Academic skills and beyond : a resource based approach to support student success in higher education

An increasingly diverse range of students are entering higher education, bringing with them a vast range of experiences, skills and pre-existing knowledge. However, approaches to increasing student participation (and therefore success) to date have focused on strategies aimed at supporting non-traditional students to &ldquo;fit in&rdquo;, rather than changing existing structures to accommodate their needs. This paper will outline a resource-based approach to student success, which capitalises on the resources and capacities existing within the student, within their performance of the student role and within the environment that surrounds their learning. This paper will report on a study and propose a resource based approach to student success. Three main sites or domains are identified as a focus of this approach &ndash; intrapersonal resources, skills resources and environmental resources. These domains interact with each other to support student success, and three potential methods for implementing a resource based approach are highlighted in the spaces where they intersect. Pedagogical design, mapping and matching, and learning support all have a role in enabling both students and universities to make the most of their existing resources and develop new ones.<br /

A multidimensional framework for embedded academic skill development : transition pedagogy in social work

As a consequence of the widening participation agenda, student cohorts in Australian higher education are becoming increasingly diverse. While diversity is often characterised by a focus on culture or ethnicity, this variability also independently exists in regard to competence in academic skills (Dillon, 2007). Successfully developing discipline-specific academic skills is crucial to a student&rsquo;s learning, progress and attainment in higher education. The growing recognition that students are entering Australian universities with varying levels of academic preparedness as a result of the widening participation agenda has made effective academic skill support even more important, since &lsquo;access without a reasonable chance of success is an empty promise&rsquo; (International Associations of Universities, 2008, p. 1)

"The university didn't actually tell us this is what you have to do": social inclusion through embedding of academic skills in first year professional courses

<em>The widening participation agenda means that students will be entering degree courses with increasingly diverse needs, particularly with respect to the academic skills necessary for successful tertiary study in Australia. This paper presents findings from a mixed methods project investigating first year social work students’ perceived role in academic skills and their development. Students expressed the perception that academic skill requirements and how they would be assessed should be made explicit, and identified a stigma associated with accessing study support services. The paper concludes that an intentional design strategy, such as embedding academic skills into the curriculum, helps bridge the different expectations between academics and students in the teaching and learning of academic skills, and hence constitutes a socially inclusive strategy to teaching professional courses such as social work, within higher education.  Recommendations to enhance the success and sustainability of such an initiative in the current higher education environment are offered.</em

Hope of a nation - experiences of social exclusion giving rise to spaces of inclusion for people living with HIV and AIDs in South Africa : a reflection

South Africa has one of the highest rates of HIV/AIDS in the world. No one particular group is affected by the virus &ndash; rather, it is indiscriminate. Responses to HIV are diverse, and can be starkly contradictory. This author lived among the Xhosa people in rural Eastern Cape, working in community development. The program was a population-based youth empowerment program around HIV prevention. The work involved engaging youth in a range of civic participation activities, and networking with other community based groups and organisations, health and social services, and government departments. This reflection out a narrative of the lived experiences of social exclusion and social connectedness for people living with HIV/AIDS in rural Eastern Cape. It draws out the paradox of how the high prevalence of stigma and discrimination towards those with the illness, and their subsequent experience of social exclusion, actually creates opportunities for social connectedness through support group participation. This in turn is fashioning an emerging social movement breaking down barriers of stigma, and contributing to broader social change to support HIV action.The reflection begins by outlining the current context and underlying determinants of the proliferation of HIV in the Eastern Cape, including a discussion of exclusion as a determinant. An exploration of how exclusion is also experienced as an outcome of positive HIV status follows. Finally, an explanation of how the experience of exclusion can be transformed into spaces of connectedness, and implications for health promotion practice in this context is also presented.<br /