Schooling Experiences of Children Left behind in Zimbabwe by Emigrating Parents: Implications for Inclusive Education

Autor/inn/en	Tawodzera, Mazvita Cecilia; Themane, Mahlapahlapana
Titel	Schooling Experiences of Children Left behind in Zimbabwe by Emigrating Parents: Implications for Inclusive Education
Quelle	In: South African Journal of Education, 39 (2019), Artikel 1797 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tawodzera, Mazvita Cecilia) ORCID (Themane, Mahlapahlapana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Inclusion; Family Structure; Barriers; Teacher Student Relationship; Interaction; Political Issues; Social History; Student Rights; Access to Education; High Schools; High School Students; Student Attitudes; Student Needs; Child Rearing; At Risk Students; Teacher Role; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Familienkonstellation; Familiensystem; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Politischer Faktor; Sozialgeschichte; Education; Access; Bildung; Zugang; Bildungszugang; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Schülerverhalten; Kindererziehung; Lehrerrolle; Simbabwe
Abstract	Since the year 2000, a deepening political and economic crisis in Zimbabwe has forced parents to emigrate en masse to regional and international destinations such as South Africa, Botswana, Namibia, and the United Kingdom, the United States of America, Canada, Australia, and New Zealand respectively. Without guaranteed employment and with little knowledge of the education systems and the living conditions in the destination countries, most parents chose to initially emigrate on their own, settle down and later on send for their children. However, most of these children never joined their parents, owing to the various challenges that the majority of parents encountered in the diaspora: unemployment, lack of documentation, and poor living conditions. Against this background, this paper assesses experiences and challenges faced by the left-behind children (LBC) and explores these children's perceptions of their interactions with teachers through inclusive education practices. A phenomenological research approach was adopted; in-depth interviews were used to collect data. The high schools were purposively sampled, one from a low-income area and the other from a high-income area in order to get a more pronounced picture of the experiences of LBC in the city. The results of the study indicate that LBC faced numerous challenges: excessive household chores, little help from guardians with homework, inadequate representation at school meetings, and non-payment of school expenses. Most children viewed their interaction with teachers as generally negative and reported that most of their needs were not met. The study recommends the crafting of inclusive education legislation for the country so that new vulnerabilities are holistically dealt with. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01