Nowell Chidakwa
Biographic Data
| ID | 6806705 |
|---|---|
| NAME | Nowell Chidakwa |
| GIVEN NAMES | Nowell |
| FAMILY NAME | Chidakwa |
| SIGNATURE | CHIDAKWA N |
| AFFILIATIONS | University of Johannesburg |
| ORCID | 0000-0002-0423-0984 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Towards Building Resilient Rural Communities
This study explored resilience pathways among rural Zimbabwean students whose development and coping are shaped by socio-ecological risks such as isolation, cultural context, and colonial legacies. Guided by the Social Ecology of Resilience Theory (SERT), data were generated from 15 students (aged 13–18) in Forms 1–4 using interviews and reflective journals. Thematic analysis revealed internalised limitations, resilience through support systems a…
Managing the Needs of Orphans and Vulnerable Children in Mainstream Rural Schools
Orphans and vulnerable children (OVC) in mainstream rural schools encounter unique challenges stemming from loss, economic instability, and disrupted familial structures. Addressing their needs demands a comprehensive and culturally sensitive approach. This paper thus explored the use of an ethnopsychology framework to understand and address the diverse needs of rural children, emphasizing the importance of culturally sensitive interventions in m…
Promoting Empathy and Inclusiveness of Vulnerable Learners in Rural Learning Ecologies
Hatred and prejudice can significantly harm vulnerable learners who often face socio-economic and cultural challenges in rural learning environments. This needs to be addressed using collaboration efforts to promote education, empathy and inclusive values as well as by challenging and eliminating the underlying hatred and prejudices that fuel it. Thus, this paper explored John Dewey’s educational philosophy, Scholarship of Teaching and Learning (…
The paradox of complex systems
Children in rural learning ecologies are faced with multiple vulnerabilities aggravated by a number of factors. The use of resources readily available may be helpful in managing vulnerabilities. Undergirded by complexity theory principles, this study unpacks the effectiveness of local resources in highly multiple vulnerable areas with a focus in managing multiple vulnerabilities for the wellbeing of children in rural learning ecologies. Participa…
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The paradox of complex systems
Children in rural learning ecologies are faced with multiple vulnerabilities aggravated by a number of factors. The use of resources readily available may be helpful in managing vulnerabilities. Undergirded by complexity theory principles, this study unpacks the effectiveness of local resources in highly multiple vulnerable areas with a focus in managing multiple vulnerabilities for the wellbeing of children in rural learning ecologies. Participa…
Promoting Empathy and Inclusiveness of Vulnerable Learners in Rural Learning Ecologies
Hatred and prejudice can significantly harm vulnerable learners who often face socio-economic and cultural challenges in rural learning environments. This needs to be addressed using collaboration efforts to promote education, empathy and inclusive values as well as by challenging and eliminating the underlying hatred and prejudices that fuel it. Thus, this paper explored John Dewey’s educational philosophy, Scholarship of Teaching and Learning (…
Managing the Needs of Orphans and Vulnerable Children in Mainstream Rural Schools
Orphans and vulnerable children (OVC) in mainstream rural schools encounter unique challenges stemming from loss, economic instability, and disrupted familial structures. Addressing their needs demands a comprehensive and culturally sensitive approach. This paper thus explored the use of an ethnopsychology framework to understand and address the diverse needs of rural children, emphasizing the importance of culturally sensitive interventions in m…
Towards Building Resilient Rural Communities
This study explored resilience pathways among rural Zimbabwean students whose development and coping are shaped by socio-ecological risks such as isolation, cultural context, and colonial legacies. Guided by the Social Ecology of Resilience Theory (SERT), data were generated from 15 students (aged 13–18) in Forms 1–4 using interviews and reflective journals. Thematic analysis revealed internalised limitations, resilience through support systems a…
Political science (3 works) · Sociology (3 works) · Early Childhood Education and Development (2 works) · Psychological intervention (2 works) · Psychological resilience (2 works) · Psychology (2 works) · Public relations (2 works) · Resilience and Mental Health (2 works) · Social Psychology (2 works) · Social science (2 works)