Lived social and academic experiences of pupils with albinism: at Mumba secondary school in Mongu district Zambia.

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Date
2020
Authors
Ngoma, Agness
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Publisher
The University of Zambia
Abstract
The purpose of the study was to investigate the lived social and academic experiences of pupils with albinism in Mongu district of Zambia. The study was guided by the following objectives: To explore the lived social experiences of pupils with albinism in Mongu District of Zambia? To establish the lived academic experiences of pupils with albinism in Mongu District of Zambia? To determine efforts the study was school making to improve the lived social and academic experiences of pupils with albinism in Mongu District of Zambia? The study made use of a qualitative inquiry grounded on interpretative phenomenological design to explore the lived social and academic experiences of pupils with albinism in Mongu District of Zambia. The sample size comprised: 5 pupils with albinism who were drawn from a selected school in Mongu. Interview guides and focus group discussions guides were used to collect qualitative data. The data was analysed using interpretive phenomenological design in order to transcribe the bulk data into themes and subthemes which were presented descriptively. The results of the study revealed that lived social experiences were evident among pupils with albinism in Mongu. Pupils with albinism were treated differently by their friends because of the colour of their skin. It was believed that their bodies were contagious, sleeping with them cured HIV/AIDS which greatly affected socialization with their peers. Additionally, albino bodies were sold for money and were not treated as human beings but as ghosts. The study also shared that PWA had their skins cracked whenever they were exposed to the sun and their hairs were also used for bringing good luck and improved business which affected ability to interact with others. Furthermore they were discriminated by some teachers and fellow pupils without albinism which made PWA to isolate themselves. Low vision limited their mobility to play around the school which creates low esteem. Skin sensitive also prevented them from playing outside with others due to heat from the sun. As a result they are subjected to being in doors, myths and name calling were revealed to be a major cause of isolation for pupils with albinism in Mongu and were a hindrance to social interaction. Research further revealed that pupils with albinism had lived academic experiences, lacked specialised teachers, materials for braille. Pupils also echoed that they had difficulty writing on the board and teachers were not willing to give them proper notes and explanations in subjects like Mathematics. In addition, the research revealed that they lacked lotion for their sensitive skin and there was no writing with large print on the board, had no computers, and reading glasses. The later affected their emotional, physical and intellectual development. Provision of sunscreen lotion was done by lobbying for funds from the government through the Ministry of Education, donors or Non-Governmental Organizations. However, no much effort was being made to improve the provision of sunscreen lotion because it was expensive. To help pupils with albinism the school to has a deliberate policy to ensure that uniform shirts are long sleeved and skirts are below their knees to avoid direct sunlight. In addition, pupils with albinism are encouraged to do their outdoor activities such as Production Unit and Physical Education and Sports in the morning. During lessons PWA are encouraged to wear hats and sit in front to allow them to see what is written on the board. Further the school embraced learners with albinism by sensitizing teachers who are not specialized in Special Education to accept all pupils regardless of the colour of the skin, and by having organised worship for all the pupils to promote social interaction and oneness through spiritual guidance.
Description
Thesis of Master of Science in Counselling.
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