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dc.contributor.authorCarm, Ellen
dc.date.accessioned2019-02-04T12:39:21Z
dc.date.accessioned2019-02-05T07:38:32Z
dc.date.available2019-02-04T12:39:21Z
dc.date.available2019-02-05T07:38:32Z
dc.date.issued2018-03-23
dc.identifier.citationCarm E. Exploring a third space for sustainable educational development-HIV/AIDS prevention, Zambia. Sustainability. 2018;10(4)en
dc.identifier.issn2071-1050
dc.identifier.issn2071-1050
dc.identifier.urihttps://hdl.handle.net/10642/6579
dc.description.abstractThis study was conducted in Zambia from 2002 to 2008, a country greatly affected by the HIV (Human Immunodeficiency Virus)/AIDS (Acquired Immune Deficiency Syndrome) epidemic. The global, national, as well as local discourses on spread and mitigation were clustered around scientific knowledge and the local context and cultural traditions. The education sector struggled with implementing the national HIV/AIDS education strategy but by a broader stakeholder involvement, and a close collaboration between the educational sector and tribal chiefs and their traditional internal structures, a localized approach emerged. The overall objective of the paper is to illustrate how a multi-voiced strategy can bring about sustainable change, illustrated by this study. The study used qualitative constructivist and grounded theoretical approaches, and applied the third generation of cultural and historical activity theory (CHAT) as an analytical tool. Bernstein’s concept, symbolic control, contributes to a broader understanding of the underlying processes and outcomes of the study. The findings revealed that the strategically monitored multi-voiced participation of local stakeholders created a learning space where both scientific and indigenous knowledge were blended, and thereby creating solutions to preventive action meeting the local needs. The study exemplifies these processes by identifying contradictions between the various levels and activity systems involved, by listing some of their characteristics, manifestations and finally their negotiated solutions. These solutions, or the third space interventions, the outcome of the multi-voiced participation, is in the paper used to explore a theoretical framework for an ethical and decolonized development strategy; a precondition for sustained local development.en
dc.language.isoenen
dc.publisherMDPIen
dc.relation.ispartofseriesSustainability;Volume 10, Issue 4
dc.rights© 2018 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectLevelled strategiesen
dc.subjectVoiced strategiesen
dc.subjectDecolonized approachesen
dc.subjectHIV/AIDS preventionen
dc.subjectCultural historical activity theoriesen
dc.subjectSustainable developmentsen
dc.titleExploring a third space for sustainable educational development-HIV/AIDS prevention, Zambiaen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2019-02-04T12:39:21Z
dc.description.versionpublishedVersionen
dc.identifier.doihttp://dx.doi.org/10.3390/su10040946
dc.identifier.cristin1577506
dc.source.journalSustainability


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© 2018 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Med mindre annet er angitt, så er denne innførselen lisensiert som © 2018 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).