Browsing by Author "Wood, L."

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    Drawing AIDS: Tanzanian Teachers Picture the Pandemic: Implications for Re-curriculation of Teacher Education Programmes
    (Perspectives in Education, 2013) Wood, L.; De Lange, N.; Mkumbo, Kitila A. K.
    In this article, we explain how we engaged teachers in creating their own representations of HIV and AIDS in Tanzania as a starting point for re-curriculation of the undergraduate teacher education programme. We employed a qualitative design, using visual methodologies, to encourage 29 in-service teachers to draw their perceptions about HIV and AIDS in Tanzania, and to explain their drawing in a short narrative. Thematic analysis of the drawings revealed that, while teachers are aware of the social injustices that fuel the pandemic, they do not envision themselves as having much influence for social change of learner attitudes and behaviour. The discussion of the findings, compared to and recontexualised by relevant literature, leads us to argue for the need to engage teachers in participatory research to find contextually appropriate ways to conceptualise and practise HIV and AIDS education. The recommendations we offer have relevance not only for Tanzania, but for the entire sub-Saharan African region
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    Students’ Expectations of and Motivations for Studying Comparative Education: A comparative Study across Nine Countries in North America, Europe, Asia, Africa and Latin America
    (2011-08) Wolhuter, C. C.; O’Sullivan, M.; Anderson, E.; Wood, L.; Karras, K. G.; Mihova, M.; Torres, A.; Anangisye, William A. L.; Maarman, R. F.; Al-Harthi, Hamood K.; Thongthew, S.
    The aim of this research was to determine what comparative education students expect from comparative education courses. Students from nine countries in North America, Europe, Asia, Africa and Latin America were surveyed. These countries were the United States of America, Ireland, Greece, Bulgaria, Oman, Thailand, Tanzania, South Africa and Cuba. The results showed startling differences regarding students’ perceptions of and motivations for studying comparative education. Their diverse motivations, the study concludes, are linked to contextual factors. In conclusion the implications of these findings for comparative education course curricula, for the conceptualization of the significance of comparative education, and for the comparative education research agenda are highlighted.