Implementing Preventive Education about HIV/AIDS through Physical Education in Zambia: The Response of Teachers By Donald Lesa Njelesani A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Exercise Sciences Faculty of Kinesiology and Physical Education University of Toronto © Donald Lesa Njelesani (2012) “Implementing Preventive Education about HIV/AIDS through Physical Education in Zambia: The Response of Teachers” Donald Lesa Njelesani Doctor of Philosophy Graduate Department of Exercise Sciences University of Toronto 2012 Abstract Governments, United Nations (UN) agencies and international and local non- governmental organizations (NGOs) have mounted a concerted effort to remobilize sport as a vehicle for broad, sustainable social development. This resonates with the call by the UN Inter-agency Task Force for sport to be a key component in national and international development objectives. Missing in these efforts is an explicit focus on physical education within state schools, which still enroll most children in the global South. This study focuses on research into one of the few instances where physical education within the national curriculum is being revitalized as part of this growing interest in leveraging the appeal of sport and play as a means to address social development challenges such as HIV/AIDS. The study examines the response to the Zambian government’s 2006 Declaration of Mandatory Physical Education (with a preventive education focus on HIV/AIDS) by personnel charged with its implementation. The decree directed personnel to immediately begin implementing the teaching of physical education in all Basic and Secondary schools in Zambia to “ensure physical fitness and the enhancement of values, skills and holistic development of the learner” (Ministry of Education, 2006). ii The study examined the response of 17 teachers and education administrators from Lusaka province, Zambia. The interviews were conducted between September and December 2009. The purpose of the study was to: 1) evaluate the implementation of the Presidential Decree on physical education as a strategy for addressing HIV/AIDS through Physical Education and Traditional Zambian Games; 2) explore and understand the response of teachers and administrators to the implementation of the 2006 Presidential Decree on physical education; 3) explore how the school context influences the implementation of the Presidential Decree; and 4) map a critical path of key personnel and their resource requirements, and make recommendations for strengthening the effectiveness of HIV prevention education. Drawing on education policy implementation literature, this study provides an analysis of the rising influence of the sport for development movement and of the ways in which physical education and sport may address HIV/AIDS within national education in Zambia. The findings of the study reveal promising signs for the potential of physical education, and of particularly traditional games, for student engagement and for addressing HIV/AIDS. Yet these promising signs are undermined by poor planning and support from the education bureaucracy, deficiencies that stem from years of neglect of, until recently, non-examinable subjects such as physical education. The findings confirm that the literature on education policy implementation drawn mostly from the global North is just as applicable to education sectors in the global South. iii Acknowledgments Ever since I started working, I have had a cause, absent or missing history. The masses on the streets, in the fields, in factories, or even at home have their own history, a history that once enriched humanity. How can we now revive their roles? How do we restore their positive and constructive engagement in life? I believe they first have to be aware of who they were, and what they have presented to life. A connection between the man of today and the man of yesterday has to be established for the man of tomorrow to come forth. That is my cause. —Shadi Abdel Salam (1930–86) This thesis is dedicated to my late grandfathers Donald Kawesha and Joseph Njelesani who, through our many conversations on the verandah in Lusaka and in the village of Kabulukutu, respectively, engaged me in many sociological debates about humanity, values and the need to pay attention to one’s history if one is to move forward in life. For me, Shadi Salam’s quote above captures our many conversations that I now regard as the foundations for the development of my ‘sociological imagination’. In these conversations I learnt about respect for all, regardless of their station in life, and to look at life as a journey, remembering those you encounter along the way. In my PhD journey, many people have been generous with their attention, love and support. Without these most valuable of persons (MVPs), I would not have had the time and the clear mind to reflect on the many challenging and exciting theories from the classroom. As such I would like to thank and recognize the tremendous contribution of the following MVPs: To the teachers and administrators—This thesis would not have been possible without your willingness to share your experiences. I learnt a lot not only about physical education but also about Zambian culture and values. I appreciate you taking the time to offer candid thoughts about the realities of working in Zambian education. Your tremendous contribution to Zambia’s development needs to be championed and celebrated, often. To the Zambian sport for development family—A big thank you for letting ‘mufana waku ma yard’ into the family. I hope this thesis shines some light on the many challenges faced and the opportunities that lie ahead for the community to make an even iv greater impression on those willing and able to contribute to the efforts of our communities to overcome the challenges of poverty, HIV/AIDS and youth unemployment. This is a rallying call to my fellow indigenous researchers and practitioners—Davies Banda, Kelvin Chasauka, Clement Chileshe, Hikabwa Chipande, Rachel Kalaba, Lazarous Kalirani, Sylvester Mbewe, Inutu Mubanga, Marlon Mumbi, Siyanga Muyundana, Kabanda Mwansa, Michael Mwango, Annie Namukanga, Greg Shikombelo, Abigail Tuchili, Febby Phiri, Tomaida Phiri, Paul Zulu and Ba “ly ly” Lyson Zulu: Let’s grow the community and assert our Zambian voices in the literature. To Mr. Kakuwa, the ‘father’ of Zambian physical education—Thank you, sir, for treating me like a son and a graduate of physical education. I have come to learn a lot from our interactions and your great political acuity! I hope this helps in some small way advance the great work you have done and continue to do for physical education. To Simon Darnell, Russell Field, Lyndsay Hayhurst, KY Kim and Mark Norman for being great role models of what it means to be a sport sociologist. I have enjoyed the many conversations and learnt a lot along the way. Thank you. To colleagues at the Ministry of the Tourism, Culture and Sport (MTCS) who welcomed me into their community and showed an interest in my life outside the ministry. In particular, John Yudelman for the wonderful coffee conversations on bureaucracies (Weber) and on the role of NGOs in development, which stretched my thoughts. Barbara Lyon-Stewart and Scott Cooper for the friendship and support that you have given to Janet, Kawesha and me. You guys rock, and I look forward to the flourishing of our friendship. To Oscar and Daphne Mwaanga for being great role models and to many more Mwaanga/Njelesani family vacations. I hope this thesis repays your ever-encouraging words of perseverance and your reminder to engrain an ‘Ubuntu’ ethos in my work. To my thesis committee: Professors Nina Bascia, Margaret MacNeill and Peter Donnelly. You have challenged me in many ways, and I feel particularly proud to have brought your perspectives (education policy, postcolonial methodologies, sports sociology) to bear on an issue that is so dear to me, my family and my country. I have learnt so much under your guidance, and I am forever grateful for how you have enhanced my professional outlook. v To Dena Taylor for your friendship, patience and sympathetic ear. Our conversations have carried me through the writing of this thesis; I would not have done this without your incredible words of wisdom and your belief that I had a story to tell. I do hope that in the many hours of our conversations, the world of sport for development has come much closer. I cannot thank you enough. To my supervisor, Dr. Bruce Kidd, for making me believe in intellectual spaces without boundaries. It is safe to say I would not be pursuing this PhD were it not for your belief in and support of me. You have challenged and pushed me on many levels, reassuring me in the process that a work-life balance is attainable and can be fun along the way! I feel particularly proud to be able to call you a friend. Thank you for your belief in me and for always insisting on the highest of standards in all that I do. To the Toronto family: Janice Campbell, Sepo Mukelabai, Mwewa Nduna, and Joe Williams. You guys have been nothing short of ‘super fantastic’! Your help with Kawesha when I have had to work really made a difference. The random text and e-mail messages and your willingness to ‘hang out’ whenever have been helpful. Your willingness to listen to my frustrations, even when you had not heard or seen me for a while, means so much. I love you guys. To the Kabulukutu Trust—I hope this document does justice to what our family aspires to. Seeing the e-mails every morning has been helpful in reminding me that I am part of something larger. The love and the banter are so heartwarming. Let us continue to celebrate our unity irrespective of location in the world.