Gender and poverty in South African rural areas

Cheteni, Priviledge; Khamfula, Yohane; Mah, Gisele

doi:10.1080/23311886.2019.1586080

Cited by 31 publications

(20 citation statements)

References 24 publications

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“…This was confirmed by the finding of Omodan (2020a) that rural areas in South Africa have been neglected and dismembered when it comes to equal distribution of social amenities. In consonance, findings showed that poverty is mostly synonymous with rural dwellers when compared to urban and privileged counterparts (Cheteni & Mah, 2019;Du Toit, 2017). Looking at this, one can deduce that the spirit of Ubuntu as "we are" but "not I am" (Omodan, 2019b, Omodan & Tsotetsi, 2019 is not in operation which has placed the rural leaners at the disadvantaged level during COVID-19.…”

Section: The Challenges Hindering Teachers From Responding To the Psycho-social Vacuum Of Covid-19 On Learners 411 Poverty And Continuousmentioning

confidence: 86%

Managing the Psycho-Social Vacuum of COVID-19 among Rural Learners through Ubuntu

Omodan

2020

JESR

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The advent of COVID-19 has thrown the world in upheaval, most notably in the operationalisation of secondary schools. Observation, bodies of existing literature, and experience have shown that rural secondary school learners are disillusioned and uncertain on the future of their academic development amidst the “psycho-social” vagueness regarding their schooling and well-being. This study draws its background from South African teachers’ perspectives and proposed Ubuntu as relational framework lensing through Transformative Paradigm to respond to the problem. Critical Emancipatory Research was adopted as a research design. Five secondary schools located in Thabo Mofutsanyane municipality of the Free State, South Africa, form the research site. Two teachers each were selected from the schools using the opportunistic selection approach. A semi-structured interview was used to collect data from the teachers on the challenges faced in managing learners during the pandemic and how to manage the effect of COVID-19 on the learners. Socio-thematic Analysis (StA) was used to analyse the data. The findings showed that learners in rural areas are disadvantaged through the poverty line, affected psycho-socially, and that the need for sociological and psychological supports for teachers and learners becomes expedient in the management of the vacuum created by COVID-19. The study concluded that the principle of Ubuntu during and after COVID19 is a possible means to ameliorate the vacuum.

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Section: The Challenges Hindering Teachers From Responding To the Psycho-social Vacuum Of Covid-19 On Learners 411 Poverty And Continuousmentioning

confidence: 86%

Managing the Psycho-Social Vacuum of COVID-19 among Rural Learners through Ubuntu

Omodan

2020

JESR

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“…The only barriers for them to participate in different types of learning are related to race, skin color, and religion. Additionally, Cheteni et al (2019) argue that people in the rural and traditional areas were literate regardless of both gender and race. In contrast, those factors are not the case in Vietnam.…”

Section: Discussionmentioning

confidence: 99%

Influence of ethnic culture in choosing the learning type of ethnic minorities: Evidence from Northwest of Vietnam

Nguyen

Tran

Nguyen

et al. 2020

Cogent Social Sciences

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One of the concerns in improving the quality of minority education in multicultural nations is how to choose the appropriate types of learning for different ethnic groups, especially when such decision can be constrained their cultural diversity. This paper aims to analyze the effect of cultural differences on selecting types of learning for ethnic minorities; thus, recommending some ethic-specific policies to better utilize the manpower resources in the Northwest region of Vietnam. Questionnaires were employed to survey 250 people from 6 ethnic minority groups, whose population is over one million locating in three provinces in the Northwest border region of Vietnam. The study also conducted 20 in-depth interviews with management teams of different educational institutions and corporations. The results show that ethnic-cultural factors including gender, customs, ethnic relations, and marriage age have determined the choice of learning types in higher education levels. From those points, this paper suggests development interventions so that ethnic-cultural factors do not reduce the ability to pursue higher

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“…This phenomenon has particularly affected poor women. Positioned on the margins of society, such women are dispositioned to experience deprivation and gender‐based violence (Cheteni et al, 2019 ; Segalo, 2015 ; Tibesigwa & Visser, 2016 ).…”

Section: The Key Steps To Successfully Rebuilding Political Engagement After Covid ‐19mentioning

confidence: 99%

Rebuilding active public participation after the COVID‐19 era: The South African case

Buccus

2021

Journal of Public Affairs

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The consequences of COVID‐19 have impacted the poor and vulnerable populations of the world significantly, particularly in countries like South Africa. State institutions have been prioritising mitigating the impacts of the pandemic. And in the academy, there has been an influx of recent scholarship contending with the psychological and physical repercussions of the pandemic. This article focuses on South Africa's rebuilding of public participation in governance in the country post‐pandemic. The article is based on a qualitatively rooted methodology consisting of a wide range of primary and secondary sources, including official state documents, academic books and articles, and reports from non‐governmental organisations and think tanks. The article further draws on the findings of global and continental research and proposes steps for rebuilding public participation in South Africa in a manner that ensures accessible governance for all, especially the poor and vulnerable populations. An exposition of the legislative measures enhancing public participation in South Africa is accompanied by a brief social and economic picture before and during COVID‐19, and a comparative synopsis of old and new direction of the processes and realities of the phenomenon in society. The research‐based key steps leading to successfully rebuilding political and social engagement after COVID‐19 were identified as being founded on a number of steps. The first related to the process of moving from community diversity to communal unity through the continuous development of trust between community and leadership, the processes of community developmental empowerment, the active participation of women in political leadership and the active role of the ward committees in community governance.

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Gender and poverty in South African rural areas

Cited by 31 publications

References 24 publications

Managing the Psycho-Social Vacuum of COVID-19 among Rural Learners through Ubuntu

Managing the Psycho-Social Vacuum of COVID-19 among Rural Learners through Ubuntu

Influence of ethnic culture in choosing the learning type of ethnic minorities: Evidence from Northwest of Vietnam

Rebuilding active public participation after the COVID‐19 era: The South African case

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