The two-volume book provides the foundation in the form of theory and practices that pervade education in both basic and higher education, upon which researchers and stakeholders can draw and draw new insights to further contribute to the resources of knowledge for the education of rural and disadvantaged groups. in Africa and the world in general for the social justice values of egalitarian and democratic citizenship. 5 Where You Went to School Matters: A Social Justice Perspective on Rurality and Education in Cameroon.
Rurality and Social Justice in Africa
Encoding Key Debates
Introduction
Based on the close connection between social justice, rural areas and education, the book aims to illuminate the possibilities and limitations of social justice in various educational contexts in sub-Saharan Africa. The concept of social justice is fraught with contests, as is the concept of human rights.
Synopsis of the Different Chapters in Volume 1
2, titled 'The Historical Burden of Rural Education: Reflections of Colonial Legacy on Current Rural Education in South Africa', argues that colonial/apartheid education policies continue to impact rural education provision in South Africa. 3, titled "The Link Between Education and Social Upward Mobility: Some Theoretical Perspectives on Rurality," raises the issues of race, place, and apartheid to explain the marginalization of blacks during the colonial period.
Synopsis of the Different Chapters in Volume 2
The chapter contributes to the complex debate about the applicability of the Fourth Industrial Revolution in rural African countries. 3, titled 'The Ruzevha/Ekhaya Coloniality Neologisms and Access to Higher Education in Zimbabwe Universities', Joseph Hungwe discusses how, based on rural stereotypes, students from rural areas have to socially negotiate access to urban higher education institutions in Zimbabwe.
The chapter further highlights that at the center of the interaction between educators and students within the context of transformative change and social justice lies a complexity of multiple voices and practices that point to agency not as something people can have or possess, but as people's actions and results. Plot in the manifestation of the autobiographical form in Long Walk to Freedom by Nelson Mandela.
Rurality, Colonialism, and Education
The Historical Burden of Rural Education: Reflections of Colonial
In this chapter, the author argues that an adequate and informed understanding of the burden of rural education requires us to reflect historically on the antecedents of colonial education policies and practices. Through an analysis of rural education policy documents supplemented by a meta-review of rural education literature, this chapter traces the establishment and development of colonial rural/black education policy; highlights the current rural education problem and identifies its colonial foundations;.
Colonial Policy and Black/Rural Education Practice in South Africa
The Welsh Report (1936) and the Eiselen Report (1951) were derivatives of the above imperial policy on education. The persistence of apartheid's legacy is noted by Van der Berg (2005) when he asserts, "...the new government has inherited a situation of large-scale educational inequality whose effects are likely to remain pervasive for decades" (p. 1).
Conceptions of Rurality and Rural Schooling in South Africa: Some Problematic
National teacher training colleges were established in South Africa; their aim was to push back teachers who would fill the posts in rural schools.
Dominant Views
In South Africa, current education policy adopts a broad policy approach (Maringe et al. 2015) – a single education policy approach. As Seroto (2012) notes, the deplorable state of rural education prior to 1994 was the result of several racially oriented policies promulgated by the Nationalist Party (p. 77).
Persistence of the Colonial Legacy in Rural Education
In terms of the curriculum, a brand new policy called Curriculum 2005 was introduced, which was underpinned by principles of outcomes-based education. As noted by Tikly (2011), any scholarly engagement with education in a postcolonial country requires recognition of the continuing implications of the colonial encounter and the postcolonial conditions of education (p. 4).
Conclusion: Does Apartheid Education Impact the Current Rural Education?
What we notice in South Africa's education policy planning is an effort to repair the educational damage of apartheid. Distinguishing characteristics of schools in multiple deprived communities in South Africa: Implications for policy and leadership.
The Link Between Education and Social Upward Mobility: Some Theoretical
Perspectives on Rurality
This is one example where the connection between higher education and social upward mobility as well as the connection between rural and urban becomes clear. In it we argue that there is correlation between access to education, especially higher education, and social upward mobility.
History and Context
In the process, their social status either remained the same or actually decreased. In the South African context, education and race were central to social classification and social stratification (Seekings 2003; Mngomezulu 2010).
Conceptual Definitions
But before delving further into the notion of the rural/urban divide alluded to above, it would be useful to explain what we mean by the key concepts used in this chapter. In the section below we will define four concepts that make up the topic of the rural/urban divide.
Urban
The definition of the concept "urban" varies from country to country and sometimes from one area to another within the same country. One of the criteria used in this exercise is an administrative or a political boundary.
Rural
Since the mid-1960s, researchers have sought a more refined definition of the term 'rural', but without success (Ford 1966). To confirm that there is no standard definition of the concept of 'rural', authors have since refrained from directly defining the concept.
Rurality
Even country-specific studies tend to move away from providing a specific definition of rural, but focus on its distinctive features. Implicit here is the view that one cannot take the concept of 'rural' for granted.
Employability
Rural is considered to be an ambiguous term that needs to be given meaning whenever and wherever it is used (Abdulwakeel 2017; Rousseau 1995). Therefore, our view is simply that rural refers to the setting where more rural activities take place; it is the condition of being in the country.
Rurality, Education and Social Upward Mobility
In the process, the chances of rural children accessing higher education facilities and improving their social status are significantly minimized. This inevitably leads to these students adding to the already rising rate of unemployment in the country (Edayi 2015; Mncayi 2016).
Conclusion
However, in the absence of libraries and/or electricity supply in most rural areas, this option does not meet the needs of these rural graduates. Pan-Africanism and Education - A Study of Racial Philanthropy and Education in the United States and East Africa.
Configuring the Key Social Justice Concerns in Rural Education
Developments in education in the country have been hailed as a success story on the African continent. The chapter examines the extent to which: (a) the representations of social justice are visible (or not) in rural education and schools in the context of the reforms and their implementation; and (b) the education system and policies that ensure the promotion of social justice in rural education and are inclusive enough to enable rural children to succeed.
The Concept of Social Justice
The distributive model of social justice has largely shaped education policy in many countries. The notions of social justice discussed above highlight some of the debates surrounding the concept and its application to education.
Contextual Background
It is widely recognized that the application of the term to education is problematic. The amended Education Act of 2006 mainly focused on the regulation of the fee system in schools.
Social Justice Concerns in Rural Education
The latter is said to be as high as 50% in some disadvantaged areas of the country (Zimbabwe Education Coalition, cited in Maravanyika 2018). Poverty appears to be at the heart of the various forms of exclusion that characterize rural education.
Equality of Opportunity
The education system (i.e. the provision of education and development of rural schools) is now dependent on parental and community support, with parents and guardians contributing 96% of the non-salary costs of education (Global Partnership for Education 2018). The differences in the quality of education between rural schools and their urban counterparts is underlined by the gap in performance in public examinations.
Equity
This has been a controversial issue in rural education due to cultural and other factors that have limited the participation of girl children in education. The extent to which issues of ethno-cultural diversity are recognized and given due attention is another social justice concern in rural education.
Interventions to Support Rural Education
The chapter highlights some equality gaps that have damaged the prospects of social justice in rural education. However, in this chapter, some configurations and practices have emerged that have harmed the prospects of social justice in rural education.
Where You Went to School Matters
A Social Justice Perspective of Rurality and Education in Cameroon 1922–2019
Since the colonial period in Cameroon, the improvement of education in the rural areas has always been seen as one of the main priority areas to address rural areas. Overall, the discussion rests on the extent to which the principle of social justice is applied to the rural benefactors of education in the country.
Positioning Rurality of Education in the Context of Social Justice Theory
While there is evidence of efforts aimed at addressing rural development in Cameroon, not every effort should be seen in the light of social justice. The treatment of the countryside should guarantee a rational and relatively affordable life for rural citizens to the same extent as investments in urban areas – that is, the rationalization of well-being between rural and urban environments.
Adapting Education to the Rural Environment
As far as education is concerned in this chapter, social justice is discussed in the context of rural Cameroonians receiving the proper education they deserve along with other social, political and economic benefits that education brings. If social justice is seen as a challenge for governments, it implies the need to work to eliminate socially created and maintained differences in the educational conditions of rural people in order to reduce and ultimately eliminate the perpetuation of the privileging of better educational facilities and opportunities in cities. to the disadvantage of those in rural areas.
A Colonial Policy Perspective and Its Implications (1922–1961)
In 1954 there were e.g. 2954 students in Standard IV in the British Sphere of Cameroon (the highest grade attainable in most rural schools). This expansion came with implications of demand for skilled and semi-skilled labor in the administrative, missionary and commercial sectors of the colonial economy (Nkwi 2016; Aka 2002).
Independent Cameroon: Addressing Rurality of Education Through Ruralisation
Because secondary schools could not accommodate a quarter of the primary school leavers, the government in the major cities had to deal with 90,000 unemployed primary school leavers (Kalla and Yembe 1981). It should draw the attention of young students to the many opportunities they have in the countryside.
Post-1990 Educational Policy Trends
In rural areas, about 95 percent of primary school students do not have textbooks. The poor in rural areas represent 61 percent of the population, but only 22 percent in urban areas.
Rurality, Inclusion and Access
Working on the Margins in Zimbabwe
The Challenges and Opportunities of Inclusive Rural Education
Conceptions of Rurality, Diversity and Inclusion
Consistent with Bronfenbrenner's (1992) bio-ecological perspective, the social model strives to understand the complexity of influences, interactions, and interrelationships between the individual learner and multiple other systems associated with the learner. As Dyson (1999) and Chimedza (2008) argue, inclusion is not a monolithic concept because the different contexts determine different constructions of theory and practice of inclusive education.
Ubuntu and Inclusivity
It is these ubuntu-based rites of inclusion that are the foundation of inclusive education. Ubuntu is the foundation of many rural African cultures where inclusive education began in Africa.
Inclusive Education: Rural Beginnings, Urban Highjack and Rural Marginalisation
Formal education for children with disabilities in Zimbabwe, which was traditionally called Special Education and is now referred to as Special Needs Education, has a long rural history stretching from the establishment of the pioneer special education schools at mission posts. Exotic specialized resources available in the special schools were considered essential to enable inclusive education for children with disabilities in mainstream schools.
Challenges of Rural Inclusive Education
African literature confirms the decisive role of the attitudes of society in general in influencing the inclusion of learners with disabilities. Zimbabwean studies revealed that most teachers had negative attitudes and therefore would not accept learners with disabilities in their classrooms.
Opportunities for Rural Inclusive Education
From special schools to inclusive education – The way forward for developing countries south of the Sahara. The state of inclusive education in Zimbabwe: Bachelor of Education (Special Needs Education), student perceptions.
The Meaning of Social justice for Rural Education: Access, Participation
Introduction and Background
I draw data from a doctoral study conducted in five rural and flood-prone schools in Budalang'i Division, western Kenya. Each category of respondents told fascinating stories about their experiences in rural and flooded schools.
Research Objective
The study confirmed nine core indicators that provide the essential rationale for EA: time-on-task, resources, teacher motivation, pedagogy, instructional leadership, parent involvement, school communities, the community/environment and culture. I begin by discussing the sample size, the selection of the five schools and the bio-demographic information of the principals, before presenting their narratives on the six indicators.
Selection of Schools
Because of the large amount of data available, I focus only on principals' narratives based on six indicators: tenure, resources, parent involvement, pedagogy, instructional leadership, and school communities and community culture.
Principals
Stories
Principal B at School B was a 48-year-old male with 27 years of teaching experience, eight of which were in school leadership experience and five years in rural and flood-prone schools. Principal D at School D was a 50-year-old male with 28 years of teaching experience, 10 of which were in school leadership experience, all spent in rural and flood-prone mainstream schools.
Time-on-Task
While some students would form new classes with the dispersed teachers, others joined other students in the host classes. Even my eighth graders [students aged 8] are going to school at the moment.
School Resources
In fact, 90% of parents in the area are poor and rely mainly on farm rice, where most of the produce is consumed at home. There is support from the government in providing anti-malarial drugs and medicine to treat water in my school.
Parental Involvement
Those with low education care little about what their children do in school. Because parents are not so involved in their children's education, quite a few students drop out of school.
Teaching Methodology
We have INSETS (In-Service Education and Training) for teachers to improve teaching methodology, which is usually done within working hours. Sometimes we need to move books and other portable devices in and out of schools to improve learning.
Instructional Leadership
Principal B admitted that it was not easy to manage both teachers and non-teaching staff. At my school we use class skills groups where a stronger student guides weaker ones through peer discussions.
School Communities, Community Culture, and Environment
Although they destroy property during floods when sheltering in schools, the community is generally very supportive. Overall, the community inside (teachers, students) and outside, parents, donors, politicians, even the government, plus the Catholic Church that provides spiritual nourishment are huge.
Analysis and Discussion
Principals of the schools studied understand and apply this practice to promote educational effectiveness. Interestingly, parents are becoming more interested in participating in school activities of their children in the candidate class.
Reclaiming Hope: De-normalising Rural Parents and Learners
Understanding Rurality and Rural Schools
The South African Context
Moletsane's (2012) contention is that researchers should abandon adopting a deficit-based paradigm, characterized by being narrowly conservative, disadvantaged and isolated from metropolitan life, and adopt a strength-based paradigm ( also referred to as claims-based) of rurality. In addition to the above discussion, Balfour et al. 2008) identify three aspects of rurality based on their claim that rural areas are generative and dynamic: forces, agencies and resources.
A Methodological Statement
Learning at Home: Beyond a Deficit View of Rural Family Involvement in Education
It is also important to note that some parents assist their children only when it is possible for them to help, that is, they are sometimes forced to help their children due to the nature of the subject. From the discussion, it appears that parents believe that when they constantly monitor their children's school activities, it does affect their children's academic performance.
Strength-Based Paradigms: Families as Resources for Learning
This means that greater involvement of parents in educational activities can play a role in shaping students' behavior during the teaching and learning process in the classroom. A critical exploration of rural grade 10 students' experiences and attitudes towards mathematics learning in Acornhoek classrooms, Mpumalanga Province.
Rurality, Gender and Access in Education
Gender, Rurality and Education
A Critical Perspective on Kenya’s Education System
Introduction and Orientation to the Chapter
The developments referred to are attributable to the education reforms undertaken in the past two decades. Nevertheless, very little attention has been paid to the extent to which the intersection between rurality and gender contributes to the current deadlock in education.
