Education and HIV/AIDS

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Education and HIV/AIDS draws together contributors with expertise in HIV/AIDS and education working around the world, including Sub-Saharan Africa, Southeast Asia, Europe, the USA and the Caribbean, from a variety of perspectives. Contributors explore the changing nature of education in light of this epidemic, as well as the impact of public health issues on educational institutions, in a range of different contexts. Within each chapter, the contributors pull apart a variety of relationships HIV/AIDS has with education; some provide a comparative analysis of global responses and international politics, others use small case studies to explore how local culture and tradition impacts these issues. Each chapter contains a summary of the key points and issues within each chapter to enable easy navigation, key contemporary questions to encourage active engagement with the material and references to seminal texts and cutting-edge research to prompt further reading and discussion.

Reviews

This book provides useful examples of why HIV must be recognized as a social as well as a medical condition. It argues that the disability that HIV causes can be mitigated by education, and provides an eclectic set of "stories" to illustrate this.' David A. Ross, Professor of Epidemiology and International Public Health, London School of Hygiene & Tropical Medicine, UK
This book is an important addition to the literature. The field of AIDS research and advocacy is complicated and continually expanding with new publications, findings and interventions appearing on an almost daily basis. It is difficult for anyone to keep up with this tide of information. This book synthesizes established and new AIDS information, providing a highly readable and informative overview of the AIDS epidemic. It gives educators a solid introduction to the latest information in the field. It is therefore an important contribution to the AIDS literature. I hope it finds a wide audience.' Nora Ellen Groce, Director of the Leonard Cheshire Disability and Inclusive Development Centre, Division of Epidemiology and Public Health, University College London, UK

Author Bio

Nalini Asha Biggs is a doctoral student in the Department of Education at St. Antony's College, University of Oxford, UK. She has extensive experience in Special Education in Southern California, USA, and specializes in the sociology of HIV/AIDS, health and sex education for people with disabilities in developing countries.