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Extra info for The combat for gender equality in education: Rural livelihood pathways in the context of HIV/AIDS

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Source: Author. 52 The combat for gender equality in education Chapter 2 HIV/AIDS and gender inequality in education: A vicious cycle in rural Uganda12 Doris M. Kakuru Abstract Despite the implementation of Uganda’s Universal Primary Education (UPE), achievement of gender equality has remained more of a myth than a reality. I carried out ethnographic research to discover why gender inequalities persist despite deliberate measures to eradicate them. This chapter answers the question: does HIV/AIDS contribute to the persistence of gender inequality in rural areas?

However, being an outsider limited how deeply I could immerse myself in the lives of pupils. No matter how hard I tried to locate myself among pupils, I could only take the position of a teacher and not a pupil. I therefore still had the feeling that some information could have been deliberately kept from me because the extent of pupils’ trust had limits. Therefore, researching pupils from the teachers’ point of view was challenging. I could not turn myself into a pupil, yet I wanted to experience life from their point of view.

8 million in 2005, constituting twothirds of all persons living with HIV and 77% of all women with HIV (UNAIDS/WHO, 2005a). 4 million in Uganda are living with HIV (UNAIDS/WHO, 2005a, b). According to UNAIDS (2004), teenage girls are five times more likely to contract HIV than boys. In Uganda, women account for more than half of all adults living with HIV/AIDS (UNAIDS, 2004). The impact of HIV/AIDS on humanity has been well documented. HIV/AIDS has exacerbated the growth of poverty in many developing countries (Cohen, 2002).

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