School Teachers’ Health and ‘Therapeutic Citizenship’ in Zambia: Problems and Prospects

A treatable illness, HIV (Human Immunodeficiency Virus) has both latent and visible psychological, social and economic effects on infected and affected individuals. School teachers as a key population and large civil service workforce in Zambia, appear to have distinct representations of HIV citizenship and ART (Antiretroviral Therapy) experiences. This study employed a qualitative and thematic analytical approach to examine the notion of therapeutic citizenship as represented by school teachers in Zambia. The aim of this paper is to explore ways through which HIV positive teachers position themselves in citizen experiences of living with HIV and on ART, which are important framings of ‘therapeutic citizenship’. Semi-structured interviews with 41 HIV positive teachers in Zambia aged between 25 and 55 were conducted. Transcripts were processed using NVivo Pro 12®, following a thematic analytic methodology. The results show that gender, location, social and professional life play a role in how HIV-citizenship is represented and appropriated. The unending treatment practices around HIV can portray individuals’ self-narratives as ‘resistant’ subjects by, for instance, describing them as victims of ‘pharmaceutical colonialism’ in Zambia. Findings suggest that identity entanglements and fragmentation of selfhood in biomedicine and biopolitics seem to be a pivot for critical citizens, such as the participants of this study. HIV programmes must be aimed at people in Zambia who know little about some newer aspects of HIV treatment which if known about could be destigmatising for people who are negative and positive and could help reduce incidence for younger and older people. Keywords: ART, Health, HIV, Therapeutic Citizenship, Teachers, Zambia DOI: 10.7176/JEP/11-36-16 Publication date: December 31st 202

PERCEIVED CHALLENGES OF ICT AS AN EXAMINABLE CURRICULUM SUBJECT IN RURAL SECONDARY SCHOOLS: VOICES OF TEACHERS AND LEARNERS IN SOUTHERN ZAMBIA

The study interrogated teachers’ and pupils’ perceptions of Information Communication Technology (ICT) as an examinable curriculum subject in secondary schools of Mazabuka district in Southern Zambia. In 2013 Ministry of Education (MoE) reviewed the National School Curriculum introducing ICT as an examinable subject at the junior secondary school level. This development was, however, received with mixed feelings among different stakeholders across the nation. The study employed Davis’ (1989) Technology Acceptance Model (TAM) as a theoretical framework to establish the teachers’ and pupils’ perceptions of ICT as an examinable curriculum subject. A descriptive research design was used to collect qualitative data from a sample size of 36 participants which included school administrators, ICT teachers, and pupils. Purposive and quota sampling was applied to select the participants. Data were collected using unstructured questionnaires, interviews, and focus group discussions. The data were analysed thematically by categorization of major and sub-themes that emerged from the study. The study showed that both teachers and pupils had positive perceptions towards ICT as an examinable curriculum subject. The majority of the participants strongly felt that the current times demanded for ICT knowledge in order for learners to fit well in the world of technology. The study also identified challenges faced in the teaching and learning of ICT such as; a lack of trained teachers, inadequate computer hardware and software, and irregular power supply. Various measures were employed in mitigating the challenges such as community engagement, voluntary teaching, class splitting, use of alternative sources of power, and explorations of online resources. The study recommended that the Ministry of Education should revert to its earlier policy position where all schools were to offer ICT as a compulsory examinable subject at the junior secondary school level. The government also should consider the reduction of taxes and tariffs on end-user consumer ICT products such as desktops computers, iPads, projectors, and others.  Article visualizations

Situating HIV Stigma in Health Facility Settings: A Qualitative Study of Experiences and Perceptions of Stigma in 'Clinics' among Healthcare Workers and Service Users in Zambia.

The study focused on the representations, processes and effects of HIV stigma for healthcare workers living with HIV within health facilities in Zambia. A descriptive study design was deployed. A total of 56 health workers and four service user participants responded to a structured questionnaire (n = 50) or took part in key informant interviews (n = 10) in five high HIV-prevalence provinces. Most participants did not disclose if they were living with HIV, except for four participants who responded to the questionnaire and were selected for being open about living with HIV. Semi-structured interviews were carried out with health workers in key government health facility positions. The questions were standardized and used a Likert scale. Descriptive statistical and thematic analyses were applied to the data. Results show that antiretroviral treatment (ART) has an impact on stigma reduction. Almost half the participants agreed that treatment is reducing levels of HIV stigma. However, fears of exposure of HIV status and labelling and judgemental attitudes persist. No comprehensive stigma reduction policies and guidelines in healthcare facilities were mentioned. Informal flexible systems to deliver HIV services were in place for health workers living with HIV, illustrating how stigma can be quietly navigated. Lack of confidentiality in healthcare facilities plays a role in fuelling disclosure issues and hampering access to testing and treatment. Stigma reduction training needs standardization. Further, codes of conduct for 'stigma-free healthcare settings' should be developed