Decolonising rural ecologies of learning and teaching

Abstract

n Lesotho HIV and AIDS is a national crisis with many rural citizens being either affected by or infected with HIV and AIDS. So severe is the rate of infections that HIV prevalence since 2013 has increased from 23 percent to 25 percent, making Lesotho the country with the second highest HIV and AIDS infections worldwide. Of these infections, a substantial percentage is young people. However, learners are also variously affected by the pandemic. Education is generally regarded as a significant factor in the fight against HIV and AIDS. Thus, Lesotho developed the Lesotho Education Sector HIV and AIDS Policy in 2012, which articulates the education sector’s response to the HIV and AIDS crisis. It is against this backdrop that this article reports on a study conducted to explore the realities regarding the (non)enactment of the LESHAP (2012) in particular schools in the rural areas of Lesotho. Data were generated through semi-structured interviews with various stakeholders in Lesotho education. Findings from the study suggest that the aims and objectives of the LESHAP (2012) might not be realised because of various factors which negatively impact its effective enactment. These factors include a lack of knowledge and training; a lack of school specific policies; culture; a lack of training; the absence of the policy at school; a lack of school specific HIV and AIDS policies; religious convictions; and the attitudes of teachersabout condoms. This paper concludes with recommendations aimed at enhancing the enactment of the LESHAP 2012.