scholarly journals This is My Story: participatory performance for HIV and AIDS education at the University of Malawi

2013 ◽  
Vol 29 (4) ◽  
pp. 554-565 ◽  
Author(s):  
D. Jaganath ◽  
C. Mulenga ◽  
R. M. Hoffman ◽  
J. Hamilton ◽  
G. Boneh
2014 ◽  
Vol 42 (3) ◽  
pp. 392-400
Author(s):  
Diane E. Hoffmann ◽  
Chikosa Banda ◽  
Kassim Amuli

In June 2013, faculty from the University of Maryland Carey School of Law, along with students from the law school and several health professional schools at the University of Maryland, Baltimore, visited Malawi, in southeast Africa. While there, they met with faculty and students at the University of Malawi Chancellor College to discuss the possibility of establishing an ongoing collaboration between the two universities’ law schools. The starting point for our discussion was the potential establishment of a multi-professional, comparative health law clinic that would focus on serving individuals living with HIV and AIDS (PLWHA). This goal would serve two objectives of the Law & Health Care Program (L&HCP) at Maryland: to increase interprofessional education (IPE) opportunities and to expose law students to more global health law issues. Establishing this clinic would also be consistent with two strategic objectives of the University of Malawi Faculty of Law: to establish links with other law schools providing clinical legal education, and to contribute to Malawi’s efforts to solve HIV/AIDS-related problems.


2021 ◽  
pp. 002190962110354
Author(s):  
Gabriel Simungala ◽  
Deborah Ndalama ◽  
Hambaba Jimaima

We draw from the meaning-making practices on the margins, the communicative repertoires of the multilingual and multicultural students at two Southern African universities: the University of Zambia in Lusaka, Zambia; and the University of Malawi in Zomba, Malawi. As our locus, we are interested in the unique linguistic/semiotic coinages which constitute the students’ linguistic repertoires as multilingual innovations amenable to placemaking. In an attempt to do this, we purposefully unearth lexical innovations which we analyse within the broader framework of translanguaging. Thus, we show the emergence of (new) lexical items through the (re-)invention and disinvention of communicative resources, and the deployment of material artefacts of place as a basis for the creativity and innovation through repurposing of lexical items for new uses. Thus, we privilege students as active manipulators of their communicative practices by showing the semiotic/linguistic creativity and innovation inherent in their repertoires.


2016 ◽  
pp. 103-118 ◽  
Author(s):  
Ashley Demartini ◽  
Claudia Mitchell
Keyword(s):  

2016 ◽  
Vol 28 (3) ◽  
pp. 75
Author(s):  
Adamson S. Muula ◽  
Wakisa Mulwafu ◽  
Diston Chiweza ◽  
Ronald Mataya

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