"Zimbabwe stands at the epicentre of the global HIV epidemic. Families are severely depleted by death and migration. HIV infection is often lived in secrecy despite obvious physical manifestations. This study seeks to describe the specificity of the Zimbabwean context as it affects the lives of HIV-positive children in the eastern town of Mutare at a time of severe crisis in the state, marked by impoverishment, organised violence and mass death." -- Book jacket.

'One Day .' is beautifully written. It treats its often delicate subject matter - and vulnerable yet resilient and complex subjects - with graceful care, while at the same time refusing to avoid the uncomfortable and painful challenges that such realities present. Amanda J. Hammar, MSO Professor in African Studies, University of Copenhagen.Ross Parsons has been working with HIV-positive children in Mutare since 2005. As a child psychotherapist, he was interested in exploring how a therapeutic group, meeting regularly, might offer a way of elaborating and meeting their needs. His account of these experiences is presented as a rare blend of anthropological and psychotherapeutic approaches to the study of children, and he is candid about the close, even intimate, relationships that resulted: 'I have crossed the classical ethnographic and psychoanalytic boundary of the cool observer. The therapist, while still awkwardly present, has also become an advocate in pursuit of the ethnographic.'

This book focuses on the issues encountered by children and young people who are living with HIV/AIDS. It examines their lived experiences associated with HIV/AIDS, and studies groups of children and youngsters from around the globe. Connecting empirical information with real-life situations, the book brings together results from empirical research that relates to these children and young people. Its chapters can be used as evidence for health care providers to implement socially and culturally appropriate services to assist individuals and groups of children and young people who are living with HIV/AIDS in many societies. Many of these young people are from the most marginalized and vulnerable groups; and many have been orphaned by the death of their HIV-positive parents. Marginalized young people such as refugees, migrants and street children are most at risk due to the use of illicit drugs, their exposure to unprotected sex (in exchange for food, money and protection), and stigma associated with their marginalized lives. The impact that HIV/AIDS has on the opportunities for these young people to be able to lead healthy adult lives is considerable. This book gives a voice to these children and young people and advances our understanding of their lived experiences and needs.

There is growing pressure on teachers and other educators to understand and adopt the best ways to work with the various races, cultures, and languages that diverse learners represent in the ever-increasing culturally-diverse learning environments. Establishing sound cross-cultural pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. To that end, there is also a need for educators to prepare graduates who will better meet the needs of culturally diverse learners as well as support their students to become successful global citizens. The Handbook of Research on Social Justice and Equity in Education highlights cross-cultural perspectives, challenges, and opportunities pertaining to promoting cultural competence, equity, and social justice in education. It also explores multiple concepts of building a bridge from a monocultural pedagogical framework to cross-cultural knowledge. Covering topics such as diversity education and global citizenship, this major reference work is ideal for academicians, researchers, practitioners, policymakers, instructors, and students.