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n this paper we argue that research in HIV/AIDS within the education sector is largely influenced by dominant discourses within economics, medicine and epidemiology sectors which, by and large, fail to take into consideration the social and cultural embeddedness of the disease. Through a critique of the current research conducted in the last ten years, we trace three major trends of research in HIV/AIDS and education and suggest that these trends, while useful, neglect the situated context in which messages, knowledge, experience and practice are produced, reproduced and expressed. We suggest that new research has to pay close attention to developing an understanding of where and how knowledge is produced and reproduced if this sector is to contribute to enabling teachers and learners to make informed choices about their behavioural practices.

Includes bibliographical references (p. 94-104)., The HIV epidemic in South Africa is among the worst in the world with an estimated 5.7 million people living with HIV in 2007 (UNAIDS, 2008). South Africa's national education system has responded to the epidemic by introducing Life Skills HIV education across primary and secondary-level schools to promote HIV prevention, care and support among school learners. In particular, the Western Cape Education Department (WCED) has recommended that all teachers integrate HIV education across the curriculum. The Norms and Standards for Educators (NSE) policy document states that each pre-service teacher (PST) must meet 'community, citizenship and pastoral' practitioner roles; these roles entail student counselling, awareness and knowledge of issues impacting the community and corresponding support services, and promotion of HIV awareness in the school curriculum. HIV/AIDS education literature indicates that PST responses to teacher roles and responsibilities vary, and are often greatly influenced by the experiences PSTs bring with them into the teacher-training programme. This dissertation aimed to explore factors that shape PST identities in response to their HIV/AIDS teaching roles and responsibilities as outlined by the NSE policy document and the WCED. Research was conducted with a cohort of PSTs who attended the Post Graduate Certificate teachertraining programme at the University of Cape Town in 2007. A combination of qualitative and quantitative methods was used with a sample group of 81 PSTs. In total, 50 PSTs were surveyed and 19 PSTs were involved in 3 focus group discussions and 15 in-depth interviews. Findings from this study indicate that PSTs bring an array of their own experience, knowledge and perceptions to the teacher-training programme which ultimately shape and contribute to the teacher identity they create in responding to HIV/AIDS teaching roles and responsibilities. Based on evidence from the study, this thesis argues that the PST's experience, knowledge and perceptions of HIV I AIDS should be considered when developing teacher-training programmes in order to promote a comprehensive and effective response to HIV through the education sector in South Africa.

Word processed copy. Includes bibliographical references (leaves 117-123).

Includes bibliographical references (leaves 255-264), This study attempts to answer the question about how AIDS orphaned children in a selected context in Zimbabwe construct their concept of self as members of their changed and recomposing families, and as members of their school and their community. An important point of departure for this study is acknowledging and working with the real presence of deeply embedded social understanding, often caricatured as myths and misconceptions by educated people, about AIDS in these schools and communities, which have the consequence often of stigmatizing the child-orphans. In developing the rationale for this type of research, it is suggested that the main significance of this exercise lies in attempting to re-think the concepts of home and school in the face of HIV/AIDS and how the pandemic impacts on orphaned children in terms of how they construct their concept of 'self' .

Includes bibliographical references (leaves 98-102)., What are Grade 10 learners' conceptions of risk in four secondary schools in the Western Cape and how do these conceptions influence relationship choice making in the context of HIV/AIDS? The research explores how youth in four secondary schools in the Western Cape, South Africa make relationship choices based on their conceptions of risk. The main focus of the research looks at youth identity and conceptions of risk in the context of HIV/AIDS and investigates what factors influence youth decision making processes in this context. For example, peer pressure/support, alcohol, drugs, schooling and education, religious belief, family values etc. The study is located in the qualitative paradigm because it seeks to gain a deep understanding of how youth understand risk and how this influences how they go about making choices, particularly related to sexual decision making. Data was collected from four demographically different schools in the Western Cape. Methods of data collection include a questionnaire, four focus group discussions and twenty nine informal individual interviews. The results revealed that youth have a sense of invincibility, have little fear of risk and do not recognise HIV/AIDS as being an immediate threat to them as for many youth, until you experience something, it does not have an impact on you. They therefore feel that until HIV/AIDS affects them directly it is difficult to foresee the risk when the results of your actions are not immediate. The research therefore concludes that the nature of education being taught to youth needs to change.

Word processed copy., Includes bibliographical references (leaves 117-129).

During the last twenty years, there have been telling changes in how teachers teach and schools are run. One major reason for this has been the growth of Information and Communication Technologies (lCT). A consequence of the growth of these technologies has been a change in the global economy, which has become increasingly interconnected and dictated by profits. Teachers have had to adapt to this new global landscape. The changes required have not been easy. This study sought to find out more about the implication of these changes in teachers professional lives. The key findings point to a change in the work that teachers do as a result of computer technology and increased attention to market related practices in schools. Teachers have also had to explore different approaches to teaching and learning . These changes have thrust teacher's professional identities into the limelight as the profession adapts to the prevailing circumstances.

Includes bibliographical references., The purpose of this study is to investigate the factors which shape the Grade 5 learners' sexual identities within the context of HIV/AIDS. Data responses were obtained from Grade 5 learners within 5 primary schools in the Western Cape and the data collection strategies included questionnaires, focus group discussions, individual interviews and unobtrusive observations. The findings suggest that Grade 5 learners construct their sexual identities through different and differing influences within complex discursive spaces. These influences, embedded in predominantly heterosexual discourses, seem to perpetuate a distinct behavioural trend which masculinise and feminise students' sexual identities in particular ways that work to reinscribe the dominant discourse and its concomitant social practices.

Includes bibliographical references (leaves 90-98)., HIV/AIDS is a pandemic infecting and affecting people throughout the world. South Africa in particular has recently recorded high infection rates. In response to this high infection rates the government, the medical field, and civil society have joined hands in creating awareness. Despite the publicly reported increasing levels of people infected and living with HIV/AIDS and the HIV awareness campaigns, there are still high percentages of newly infected people. It was thus important to find out why people still engaged in sexual behaviours that put them at the risk of HIV infection. This study investigated how adolescents construct their sexual identities in the context of HIV/AIDS. It included how they view themselves as sexual beings, how they negotiate and present themselves in relationships. The study also looked at how adolescents perform their femininity and masculinity in the construction of their sexual identities and how this leads to power relation and agency within their relationships. A qualitative approach of enquiry was used in this study, and data was collected using various methods, such as observation, questionnaires, focus group discussions and individual interviews. The research was undertaken in four secondary schools in the Western Cape, these schools were selected through purposive sampling.

Includes bibliographical references (leaves 88-93)., Amidst growing concerns about the impact of HIV/AIDS on the political, social and economic spheres of our country, comes the responsibility of government to address this pertinent issue, especially through HIV/AIDS education, in schools. Pertinent to HIV/AIDS education is the school and teacher. Therefore this study investigates the influence of school culture on teachers' understanding and teaching of HIV/AIDS, particularly, how a school's culture may restrain and/or allow HIV/AIDS teaching. Whilst school culture is the main focus, attention is paid to teachers since they are the mediators of knowledge. The study seeks to investigate what values/perceptions of teachers, influence HIV/AIDS lessons. The study is located in the qualitative paradigm because it seeks to gam a deeper understanding of how school culture is constituted and consequently affects teachers' teaching of HIV/AIDS. Methods of data collection include observations, interviews and documentary analysis. Data was collected in three primary schools in the Western Cape. These schools were selected to embrace the diversity prevalent in South African society, especially in relation to socio-economic status, religion, culture, race and gender. Intermediate and senior phase life-skills teachers were selected for participation. Principals, deputy principals, school administration clerks as well as governing body chairpersons were interviewed to establish how the school culture defines their position and role at the school, and conversely, how they contribute in shaping the school's culture.

Includes bibliographical references (leaves 95-105)., Literacy research in South Africa and other developing countries has for the most part focused on poorly resourced environments and literacy practices in lower socio-economic communities. The purpose of this study is to examine the role of parents in early literacy development in well-resourced homes in South Africa. The study was aimed at investigating parents' roles and perceptions of early literacy development in well-resourced home environments The study presents survey data from a large cohort of parents as well as observations and in-depth interviews with a smaller group of eight families. This study was conducted in a peri-urban area in the Western Cape and engaged parents whose children were in reception year classrooms. The research evidence shows that reading success does not necessarily occur through the use of a variety of resources but that it needs to be mediated and modelled by parents in the home to have significant outcomes. The study finds that the parents' perceptions and approaches only partially reflect what is envisaged to be good reading habits. The time constraints and pressures on parents today impact on literacy practices and restrict them from spending sufficient quality time engaged in these practices with their children. Finally the study shows that although children are exposed to books, television and computers in the home environment it does not necessarily ensure proficient and interested readers.

The qualitative study described in this research addresses the question of ""how to enhance reading conditions in a grade six class with learners from different language backgrounds, but taught in English as a medium of instruction"". The conceptual framework helps to carve a path through the maze of definitions about reading, independent readers, reading models and Cambourne's reading conditions, which were the focus of the research. The grade six classroom, in which the reading conditions, mainly ""immersion"" and ""engagement"", were to be enhanced, consisted of 42 learners and one teacher. The observation period started in February 2002, but the actual research described in this dissertation lasted two months (August and September 2002), and happened in different phases: the initial phase and the main research period. The latter was made up of the intervention and the final phase. In the initial phase the reading conditions In the classroom layout, the learners' profile, the teaching practices and the attitudes towards reading were explored through observations, field notes and interviews. Other qualitative data was gathered using a reading survey and a cloze procedure test, which were both developed by the researcher. The collected data helped to set up the intervention, in which several challenges had to be faced. During that intervention the physical conditions in the classroom were enhanced to create an encouraging and comfortable space for the learner-reader. A wide variety of interesting and relevant books were brought in the classroom in order to make it a literacy rich environment. At the same time, organising activities based on prediction and sequencing studied the learners' meaning making process. These activities were created to stimulate the learners' engagement in reading. In the final phase possible changes in reading engagement and attitudes were registered through the same cloze procedure test and a second reading survey. Significant results of the research showed that reading became a social experience, an interaction between learners and teacher, in an environment where learners read for pleasure. Even though the intervention took place over a short period of two weeks, the results indicate that there are ways in which teachers can enhance reading conditions and a stimulating environment can be created to engage learners in reading.

Bibliography: leaves 66-74., Using a qualitative participatory research design with a sample of twenty teachers, this study was aimed at examining and reflecting on the participatory in-service developmental model as a vehicle for change during the implementation of an innovation. The study further sought to examine the self-perceived impact of the first order change innovation on the teachers' classroom practices.

Bibliography: leaves 99-105., This investigation provides a learner perspective of the factors that affected the way in which they made meaning of science texts in Grade Eight where the medium of instruction was English. The investigation outlines the origins and objectives of the new curriculum within which the learner is located as this informs the extent to which learners have to engage independently with texts. It also describes the role of the textbook in society and education, the readability of texts and reading as factors that affect and therefore have an impact on the way learners make meaning from texts. While the aim of study was to gain a learner perspective of the factors shaping learners' engagement with texts, it also includes responses from teachers and textbook writers as these two groups have a direct influence on the way learners make meaning. The study highlights the contextual realities of where learners are at and provides strong evidence to suggest that learners' engagement with texts are affected by their low reading levels and the choices made by teachers and textbook writers in their selection and writing of texts, and points conclusively to the role of the teacher in mediating between learner and text.

Bibliography: leaves 104-107., This study explores the positioning of learners who are more than three years older than age•norms for their school grades in societal, institutional and situational levels of education discourse in SouthAfrica. A review of research literature, of samples of lay discourse and of policy documents reveals tensions between industrially derived assumptions and rights-based assumptions in education discourse at societal and institutional levels. These opposing assumptions are seen to simultaneously disadvantage older learners while appearing to hold out the promise of unconditional inclusion in schooling. A qualitative empirical study traces some of the effects of the tension in education discourse on learners at a situational level of education discourse, namely schooling. The conclusions of the study suggest that the resolution of the tension in accordance with rights-based assumptions would result in radical reconceptualising of schooling arrangements and learner assessment. Suggestions are proposed for a research agenda that the reconceptualising of schooling might generate.