How do teachers' own life histories impact on their support for extremely vulnerable learners? Teacher narratives from rural Zimbabwe.
Gender differences in Zimbabwean children’s representations of their HIV-affected peers
‘Poorer educational outcomes amongst HIV-affected children in eastern Zimbabwe’
) Migration as a risk factor for school drop-out amongst children made vulnerable by HIV/AIDS: a prospective study in eastern Zimbabwe
Re-thinking children?s agency in extreme hardship: Zimbabwean children?s draw-and-write about their HIV-affected peers
‘Factors shaping the HIV competence of two primary schools in Zimbabwe’
Schools in Extreme Settings
Aiming to provide a policy-relevant answer to the question: how can policy reforms aimed at reducing fishing efforts be implemented without causing millions of resource-poor people to fall deeper into deprivation and food insecurity?
Principal Investigator: Catherine Locke. Lead Organisation: University of East Anglia
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