- Title
- Girl-child education in marginalised rural communities : a critical study of threats and opportunities to access quality secondary education in Binga District, Zimbabwe
- Creator
- Nyamanhare, Eurita
- Subject
- Gender identity in education -- Zimbabwe Sex discrimination in education -- Zimbabwe Girls -- Education -- Zimbabwe
- Date Issued
- 2017
- Date
- 2017
- Type
- Thesis
- Type
- Doctoral
- Type
- Education
- Identifier
- http://hdl.handle.net/10353/9213
- Identifier
- vital:34306
- Description
- Despite the high ratings of the Zimbabwe’s education system in Africa, the state of secondary education in Binga District epitomises ‘a neglected backyard’ serving to perpetuate secondary education attainment inequalities, with the girl-child fixed at the bottom of the ladder at secondary school level. The prevailing deplorable learning conditions that characterise marginalised rural communities, mainly dominated by minority ethnic groups in Zimbabwe, depict similar conditions under which a girl-child strives to attain quality secondary education in some underdeveloped and developing African countries. Girl-Child Education in Marginalised Rural Communities: A Critical Study of Threats and Opportunities to Access Quality Secondary Education in Binga district, Zimbabwe, adopted a qualitative approach underpinned by a transformative paradigm. Pierre Bourdieu’s cultural capital and Kimberle Crenshaw’s intersectionality theoretical concepts complemented each other providing the theoretical lens that assisted in the unpacking of the whole study. Thus, the adopted theoretical framework helped the researcher to critique the seemingly ‘legitimised’ intergenerational multiple inequalities perpetuated through the education system and the intersecting systems of power (ethnicity, gender, social class) that consequently led to the unpacking of issues that surrounded the girl-child’s access to quality secondary education in Binga District. Intensive literature discussion covered the main themes derived from the study’s research questions, providing the ground from which new knowledge was nourished. With a sufficiently complex phenomenological-emergent research design embedded within critical studies, thick descriptions of lived experiences were gathered from 18 in-depth individual interviews and 6 Focus Group Discussions that involved the girls themselves; all considered to be ‘leaders of opinion’ in this study because of the various social positions and roles they played. Observations, visual materials in the form of photographs, as well as documents and records completed the list of data gathering tools that led to robust trustworthy credible findings from which the main themes of the study emerged. For the girl-child in Binga District, access to quality secondary education was found to be marginalised due to questionable gender responsiveness emanating from the social and infrastructure environments, the girl-child’s negative notions of secondary education underpinned by intersecting barriers, opportunities that are overshadowed by unmatched commitment by the girl-child seemingly underpinned by intersecting unresolved threats exacerbated by distant transitional prospects beyond secondary education. As put by one of the participants, thus, an analogy of ‘an incubator that ceases to work before the eggs hatch’ could be used to describe the state of secondary educational environment under which a girl-child strived to access quality secondary education in Binga District. Thus, using Binga District in Zimbabwe to mirror the state of secondary education in the ‘backyards’ of most of the sub-Saharan African countries, this study urges all African governments to take responsibility as they revise and enforce existing policies in line with the 2015 United Nations Sustainable Development Goals for girl-child secondary education is endowed with unlimited socio-economic benefits to all individual nations, and globally.
- Format
- 552 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Eurita Nyamanhare PhD Thesis 16 March 2018.pdf | 16 MB | Adobe Acrobat PDF | View Details Download |