Abstract
M.Ed.
South African teachers have been called upon to find ways to promote supportive
and caring behaviour towards children infected with, and affected by HIV/AIDS.
This study presents the different experiences, ideas and concerns that need to
be expressed and considered before teachers can examine in what ways they
are prepared to act, to address the impacts of HIV/AIDS on children. The aims of
the research and the methodology of this study arose from the viewpoint that
understanding is an evolving process and that there are different ways in which
people view HIV/AIDS.
A qualitative, case study based research design was used to gain insight into
teachers' views and beliefs about HIV/AIDS. This was coup!ed with basic
principles of the action research approach and provided the framework in which
teachers with diverse experiences and backgrounds could collectively investigate
and expand on their understandings of HIV/AIDS.
The purpose of the research was to gain insight into teachers' understandings of
the HIV/AIDS crisis affecting children. Focus group discussions, participant
journal entries, researcher memos and group activities, based on the content of
the topic, were the data sources. The focus group discussions were taperecorded
for transcription. Group activities were analysed and used as prompts
for dialogue during the research process. Participant journal entries,
transcriptions and the researcher memos were analysed to identify themes and
to check evolving concepts. The aim was to identify and to articulate the
meanings the participants attached to the recurring features.
The key findings of this study were that the participants had a limited
understanding of HIV/AIDS. Their understandings stemmed from certain values
and biases that they had. As their understandings unfolded they realised that
disclosure about HIV/AIDS is influenced by fear, stigma, myths and
misconceptions. In their understandings of how HIV/AIDS impacts on children the
following themes were identified:
• Families disintegrate,
• financial strain,
• society reacts with hostility and blame,
• school life is disrupted and
• a loved one is lost.
Finally, the participants felt that through talking openly, providing education and
modeling empathy and compassion, they could respond positively to the
HIV/AIDS crisis, affecting children. Of significance to this study is that
understanding required self-awareness and reflection and this proceeded
response and anticipated action.
By stimulating teachers to talk about HIV/AIDS and the impacts it has on
children, it is hoped that improved care and support for children affected by
HIV/AIDS will result.