CONTEXT MATTERS: FOSTERING, ORPHANHOOD AND SCHOOLING IN SUB-SAHARAN AFRICA.
CONTEXT MATTERS: FOSTERING, ORPHANHOOD AND SCHOOLING IN SUB-SAHARAN AFRICA.
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背景很重要：撒哈拉以南非洲地区的寄养、孤儿和学校教育。
DOI：
10.1017/s0021932014000169
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发表时间：
2015
影响因子：
1.5
通讯作者：
Hampshire K
中科院分区：
文献类型：
--
作者：
Hampshire K
越来越多的研究表明，在撒哈拉以南非洲，抚养和寄养可能（独立地）与教育劣势有关。然而，关于童年和寄养对入学率、出勤率和进步的影响的文献产生了模棱两可、往往相互矛盾的结果。本文报告了加纳和马拉维16个实地考察点的定量和定性数据，突出了历史和社会背景在塑造寄养儿童和孤儿的教育成果方面的重要性。在受艾滋病影响特别严重的马拉维，孤儿比其他儿童更不可能入学和上学。相比之下，在加纳，由于其“亲属寄养”的悠久传统，孤儿在教育方面并不处于严重的不利地位;相反，非孤儿、有目的寄养的儿童的入学率和出勤率低于同龄人。了解与学校教育有关的儿童成长和培养的背景对于实现“全民教育”至关重要。
A growing body of research suggests that orphanhood and fostering might be (independently) associated with educational disadvantage in sub-Saharan Africa. However, literature on the impacts of orphanhood and fostering on school enrolment, attendance and progress produces equivocal, and often conflicting, results. This paper reports on quantitative and qualitative data from sixteen field-sites in Ghana and Malawi, highlighting the importance of historical and social context in shaping schooling outcomes for fostered and orphaned children. In Malawi, which has been particularly badly affected by AIDS, orphans were less likely to be enrolled in and attending school than other children. By contrast, in Ghana, with its long tradition of ‘kinship fostering’, orphans were not significantly educationally disadvantaged; instead, non-orphaned, purposively fostered children had lower school enrolment and attendance than their peers. Understanding the context of orphanhood and fostering in relation to schooling is crucial in achieving ‘Education for All’.