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SOCIAL AND CULTURAL BARRIERS TO EDUCATION Strategies to increase access to education for children living with HIV in Vietnam: A Minor Field Study

Verngren, Linda LU (2016) SIMV30 20161
Graduate School
Master of Science in Development Studies
School of Social Work
Abstract
This thesis explores stigma in regards to access to education for children affected by HIV/AIDS in Vietnam and strategies to overcome stigmatization. This study is based on previous research which claims that HIV-related stigma causes isolation, bullying and social exclusion among affected groups. As a result, Goffman’s theory of stigma was used together with Bourdieu’s theory of capital and Foucault’s concept of power. Nine in-depth interviews were conducted with practitioners in Hanoi. In spite of stigma, my findings suggest that social and cultural barriers are additional obstacles which severely limit access to education for vulnerable children. Such barriers entail poverty and inequalities in age, gender, class, ethnicity,... (More)
This thesis explores stigma in regards to access to education for children affected by HIV/AIDS in Vietnam and strategies to overcome stigmatization. This study is based on previous research which claims that HIV-related stigma causes isolation, bullying and social exclusion among affected groups. As a result, Goffman’s theory of stigma was used together with Bourdieu’s theory of capital and Foucault’s concept of power. Nine in-depth interviews were conducted with practitioners in Hanoi. In spite of stigma, my findings suggest that social and cultural barriers are additional obstacles which severely limit access to education for vulnerable children. Such barriers entail poverty and inequalities in age, gender, class, ethnicity, orphan-status and geographical location. In conclusion, stigma-reducing interventions such as self-help groups, documentaries and participatory led awareness campaigns are efficient strategies to reduce stigma. Nevertheless, unequal access to education is caused by structural oppression which creates powerlessness. This must be challenged by promoting democratic participation and eliminating corruption since participation is power. (Less)
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author
Verngren, Linda LU
supervisor
organization
course
SIMV30 20161
year
type
H2 - Master's Degree (Two Years)
subject
keywords
Stigma, HIV/AIDS, education, power and capital, inequalities
language
English
id
8875819
date added to LUP
2016-06-27 11:26:25
date last changed
2016-06-27 11:26:25
@misc{8875819,
  abstract     = {This thesis explores stigma in regards to access to education for children affected by HIV/AIDS in Vietnam and strategies to overcome stigmatization. This study is based on previous research which claims that HIV-related stigma causes isolation, bullying and social exclusion among affected groups. As a result, Goffman’s theory of stigma was used together with Bourdieu’s theory of capital and Foucault’s concept of power. Nine in-depth interviews were conducted with practitioners in Hanoi. In spite of stigma, my findings suggest that social and cultural barriers are additional obstacles which severely limit access to education for vulnerable children. Such barriers entail poverty and inequalities in age, gender, class, ethnicity, orphan-status and geographical location. In conclusion, stigma-reducing interventions such as self-help groups, documentaries and participatory led awareness campaigns are efficient strategies to reduce stigma. Nevertheless, unequal access to education is caused by structural oppression which creates powerlessness. This must be challenged by promoting democratic participation and eliminating corruption since participation is power.},
  author       = {Verngren, Linda},
  keyword      = {Stigma,HIV/AIDS,education,power and capital,inequalities},
  language     = {eng},
  note         = {Student Paper},
  title        = {SOCIAL AND CULTURAL BARRIERS TO EDUCATION Strategies to increase access to education for children living with HIV in Vietnam: A Minor Field Study},
  year         = {2016},
}