Framing Sustainable Rural Learning Ecologies: A Case for Strength-based Approaches

Myende, Phumlani Erasmus; Hlalele, Dipane

doi:10.1080/18146627.2016.1224598

Cited by 14 publications

(16 citation statements)

References 22 publications

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“…Toward this goal, the scholar-practitioner as bricoleur must continuously engage in learning new skills and acquiring new knowledge and methods, as well as continuously challenging old practices, knowledge and methods. This finding resonates with the observation by [53], that in dealing with rural schools and communities, one should not ignore what these capitals can contribute to ensuring that initiatives aimed at improving rural schools' are effective and sustained. Based on this observation, there is hope for the rural child, as long education stakeholders bricolise the environment towards constructing better learning environments in deprived contexts.…”

Section: Bricolaging the Environmentsupporting

confidence: 80%

The Rural Child and the Ambivalence of Education in Zimbabwe: What Can Bricolage Do?

Dube¹,

Jita²

2020

ujer

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In this paper, we problematise post-colonial fragmentation and the exclusive approach to education. We focus on various trajectories faced by multigrade classes and propose bricolage as an expedient, doable and desirable approach to accommodating a variety of deprived learning and teaching realities. We couch this paper in bricolage because its agenda is taking a utilitarian approach to disposable resources, thereby enhancing teaching in rural multigrade classes. We used participatory action research as research methodology and centre the discussion within the confines of two questions: What are the trajectories of the postcolonial, exclusive curriculum in multigrade classes, and what can a bricolising pedagogy offer to mitigate these trajectories? We found that an exclusivist curriculum deprives rural students and teachers, in their quest to attain and provide quality education respectively. We argue that multigrade face critical challenges, which require inclusive education approach that values all children, despite geopolitical spaces.

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Section: Bricolaging the Environmentsupporting

confidence: 80%

The Rural Child and the Ambivalence of Education in Zimbabwe: What Can Bricolage Do?

Dube¹,

Jita²

2020

ujer

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“…The issue of overcrowded classrooms and lack of resources is of great concern in rural schools as it reduces the quality of education (Fasasi & Amadi, 2015;Marais, 2016;Myende, 2015;Myende & Hlalele, 2018;Mtika, 2011). Teachers often complain that teaching in overcrowded classrooms does not allow enough time and space for a variety of teaching and assessment strategies to accommodate different teaching and learning styles (Marais, 2016).…”

Section: Teaching In Rural Schoolsmentioning

confidence: 99%

“…As a result, the employment of the needs-based model has partly contributed to failure of the Department of Education to address teacher development challenges. A growing body of literature (Myende, 2015;Myende & Hlalele, 2018;Nkambule, 2017;Venter, 2010) shows that rural communities and their schools have various forms of capacities, abilities, talents, skills and resources as their assets. Basing strategies for development on the assets already existing in the community, entails allowing local people to invest their strengths and capacities towards improving themselves.…”

Section: Introductionmentioning

confidence: 99%

“…While there is extensive literature on rural communities internationally and in South Africa as having a plethora of challenges (du Plessis, 2014;Mettler, 2016), few studies have examined rural schools as generative and enabling spaces (Balfour, 2012;Mukeredzi, 2013;Myende & Hlalele, 2018;Ngwenya, 2012). Furthermore, literature shows that most teachers in rural schools only engage in professional learning in an individual capacity and when it is obligatory.…”

Section: Introductionmentioning

confidence: 99%

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Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

Ngwenya

2020

PiE

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This paper explores the resources Accounting teachers draw on and how they use the identified resources in the teaching of Accounting in a rural school. The study adopted an interpretive qualitative case study and employed semi-structured individual interviews to collect data from the Accounting teachers. Thematic analysis revealed that Accounting teachers used capacities, skills and resources from the school, neighbouring schools and wider community outside the school to improve their teaching practices. Despite the continuous curriculum changes, the nature of the discipline of Accounting and the school's context, Accounting teachers were able to identify and utilise assets at different levels, starting from the talents and capacities of learners. The paper concludes that instead of using the deficits as a starting point in development of Accounting teachers, development must build upon the capacities and strengths that exist within the school community.

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“…To frame this study, we draw from Appreciative Inquiry. Appreciative Inquiry is based on the assumption that change can be achieved through focusing on strengths and successes, moving away from an emphasis on weaknesses and failures (Watkins, Mohr, & Kelly, 2011;Myende & Hlalele, 2018). Appreciative Inquiry assumes that every person has some unique talents and as such does something right some of the time.…”

Section: Appreciative Inquiry As a Theoretical Framework Underpinningmentioning

confidence: 99%

Understanding Women Teacher Transnational Migration: A Narrative Inquiry From Southern Africa

Hlalele

Mashiya

2019

SAGE Open

Self Cite

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In this article, we explore and seek to understand transnational teacher migration from the narrative expressions of two women who migrated from their home countries to another southern African country. The data are complemented by a self-constructed narrative of a woman who left her home country. Framed through Appreciative Inquiry, the study observes that all individuals, organizations, and institutions are powered by positive thought and have some good or something that works well for them at some point. The data generated from two narrative expressions were analyzed through narrative analysis with emerging themes presented. In addition, data were complemented by a coconstructed narrative of a woman who gave up her career aspirations to migrate with the family. With the latter, the situation got more complicated when the husband untimely passed away. Issues such as gender discrimination and socialization as well as imaginations of positive futures do play a role in women teachers' transnational migration decisions. We conclude that transnational women teacher migration should be understood within its own socially constructed, relativist ontology and subjectivist epistemology, which may be influenced by the power of appreciative, positive thought.

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Framing Sustainable Rural Learning Ecologies: A Case for Strength-based Approaches

Cited by 14 publications

References 22 publications

The Rural Child and the Ambivalence of Education in Zimbabwe: What Can Bricolage Do?

The Rural Child and the Ambivalence of Education in Zimbabwe: What Can Bricolage Do?

Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

Understanding Women Teacher Transnational Migration: A Narrative Inquiry From Southern Africa

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