Human development and perceptions of secondary education in rural Africa: a Zimbabwean case study

Mukwambo, Patience

doi:10.1080/03057925.2019.1681936

Cited by 2 publications

(3 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Various studies, particularly from rural or lower-income urban communities in sub-Saharan Africa with the majority from South Africa, suggest that teachers' views of parents' perspectives and practices around the schooling of their children in Africa are primarily one of parental deficit (e.g., Hartell et al, 2016;Makgopa & Mokhele, 2013;Mbokodi & Singh, 2011;Mukwambo, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Studies from outside South Africa demonstrate similar deficit views. In Zimbabwe, teachers reported that parents' lack of interest in schooling limited teachers' own educational efforts for children (Mukwambo, 2019). In Kenya and Ghana, some teachers believed non-literate, rural parents were 'ignorant' of the value of schooling (see Serpell's (1993) on ignorant conservatism), with some suggesting that children's uncleanliness reflected parents' lack of enforcement of hygiene at home (Buckler, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Teachers' perceptions of parents in rural African communities

Oyinloye

2023

CICE

View full text Add to dashboard Cite

Teachers’ perspectives of their pupils’ parents are a critical element of the relationship between schools, families, and communities. However, in various rural African communities, teachers’ views of parents’ perspectives and practices around schooling are primarily ones of deficit rather than strength. This paper deepens this literature by offering insight into teachers’ perspectives in two rural communities in Nigeria. Using an ethnographic approach and applying concepts from the capability approach, this paper explores teachers’ perceptions of parents’ values in relation to their children’s schooling (parental functionings) and their views of the extent to which parents are able to pursue these functionings. The findings resonate with the existing deficit perspectives in the literature. In addition, the findings expand the literature by revealing an empathetic dimension to these deficit perspectives, suggesting that current evidence around teachers’ uniformly deficit perspectives of parents offers only a partial view. Illuminating the empathy that underpins teachers’ perspectives offers the possibility of finding common ground between schools and families which may widen opportunities for forging or deepening positive parent-teacher relationships which support children’s social, emotional, and academic development.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Teachers' perceptions of parents in rural African communities

Oyinloye

2023

CICE

View full text Add to dashboard Cite

show abstract

“…Reasons vary between contexts and are recognised to be a complex combination of economic and sociocultural issues. These include school location, absent parents, religious beliefs, inadequate resources, irrelevant curriculum, hunger, poverty, early marriage and teenage pregnancy (Chinyoka, 2014;Dakwa, Chiome, & Chabaya, 2014;Mandina, 2013;Mawere, 2012;Moyo, Ncube, & Khuphe, 2016;Mukwambo, 2019;Ngwenya, 2016), with financial constraints repeatedly reported as the most significant. These findings align with largescale GEC data (, 2018b).…”

Section: Context and Conceptual Frameworkmentioning

confidence: 99%

Out-of-school girls’ lives in Zimbabwe: what can we learn from a storytelling research approach?

Buckler

Chamberlain

Mkwananzi

et al. 2021

Cambridge Journal of Education

View full text Add to dashboard Cite

This paper focuses on the experiences of out-of-school girls in Zimbabwe. It draws on a research strand of SAGE (Supporting Adolescent Girls' Education), a UKAid programme funded through the Foreign, Commonwealth and Development Office's (FCDO) Girls' Education Challenge (GEC) initiative. Using a digital storytelling approach the research highlights critical events that have changed girls' lives and impacted on how they see their futures. The paper explores insights made possible by this alternative methodology. Crucially, it challenges the often-static representation of 'marginalised' and 'out-of-school' girls in Sub-Saharan Africa by illustrating the unpredictability of individual circumstances and girls' perceptions of these, within broader contexts of persistent vulnerability factors. Drawing on the capability approach the paper also offers new insights into the perceived value and purpose of school for out-of-school girls. The findings have implications for conceptualising more creative, contextually appropriate policies and practices for young people who miss out on formal school.

show abstract

Human development and perceptions of secondary education in rural Africa: a Zimbabwean case study

Cited by 2 publications

References 15 publications

Teachers' perceptions of parents in rural African communities

Teachers' perceptions of parents in rural African communities

Out-of-school girls’ lives in Zimbabwe: what can we learn from a storytelling research approach?

Contact Info

Product

Resources

About