Experiences of teachers and learners who are left-behind in Zimbabwe by emigrating parents
An inclusive education perspective
Bibliographic Data
| ID | 12579377 |
|---|---|
| Authors | Mazvita Cecilia Tawodzera (0000-0001-8934-0068, University of Limpopo), Mahlapahlapana Johannes Themane (0000-0002-2097-8538, University of Limpopo, corresponding author) |
| Year | 2021 |
| Volume | 28 |
| Issue | 7 |
| Pages | 1258-1274 |
| Publication date | 2021-11-23 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2021.1991486 |
| OpenAlex | W3217789082 |
| Language | EN |
| References cited | 14 |
Since the year 2000, most parents have emigrated en masse due to a deepening socio-political and economic crisis in Zimbabwe, leaving their school-going children in the country. This paper assesses the experiences and challenges faced by these Left-Behind Learners (LBL), and ascertain the challenges faced by teachers in meeting the needs of these learners through inclusive education. The study followed a qualitative research approach with data collected at two high schools in Harare using in-depth interviews and focus group discussions. The results of the study indicate that LBL faced numerous challenges: excessive household chores, lack of help from guardians, inadequate representation at school meetings, and non-payment of school expenses. Teachers in the sample were not aware of the vulnerability of LBL, and were inadequately equipped to deal with this ‘new’ vulnerability. The study recommends the crafting of an inclusive education policy for the country so that new vulnerabilities are holistically dealt with, and that teachers be trained in inclusive education methodologies
Economic growth · Focus group · Inclusion (mineral · Pedagogy · Perspective (graphical · Political science · Politics · Public relations · Qualitative research · Social science · Sociology · Vulnerability (computing · Early Childhood Education and Development · Parental Involvement in Education · Poverty, Education, and Child Welfare · Psychology
Phenomenological research methods
A Review of the Relationship Among Parenting Practices, Parenting Styles, and Adolescent School Achievement
Divided by Borders
Transnational Parenting and the Emergence of ‘Diaspora Orphans’ in Zimbabwe
Research in the field of inclusive education
The Effect of Family Member Migration on Education and Work Among Nonmigrant Youth in Mexico
Criteria for assessing the trustworthiness of naturalistic inquiries
Qualitative Data Analysis
Connecting a sociology of childhood perspective with the study of child health, illness and wellbeing
Work and family divided across borders
| Highly cited | No |
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