The two-volume book provides the foundation in the form of theory and practices that permeate education in both basic and higher education, upon which researchers and stakeholders can draw and draw new knowledge 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. 3 Neologisms of Ruzevha/Ekhaya Coloniality and Access to Higher Education in Zimbabwean Universities 55 Joseph Pardon Hungwe.
Access, Participation and Achievement
Rurality in Higher Education
Introduction
We also carefully investigate the matter, aware of the temptation to excessively glorify disadvantage and thus play into the construction of the deficit of the marginalized. We also explore an emancipatory vision of education where the marginalized and the educators who serve them should join forces in the pursuit of the practice of freedom despite their situatedness, bearing in mind that rurality may not necessarily mean deficit.
Rurality: A Conceptualisation
Rural therefore implies a category and set of experiences (Moreland et al. 2003, p. 56) where those concerned are socially, economically and geographically marginalized. Although it is difficult to distinguish between rural and remote rural areas (Randall et al. 2015), rurality can also be interpreted in terms of remoteness from major population centers (Hayes and Bentham 1982).
Rurality in the Zimbabwean Context
In this context, rural areas are therefore presented and contrasted with urbanity in terms of the provision of essential social services such as education, health, shops, housing, in terms of access and quality of the same. We will explore the topic with an awareness of the need to guard against exaggerating the deficit construct where rural areas are seen as a deficit (Moletsane 2012; Keddie 2012).
The Plight of Rural High School Students
Thus, we continue to interrogate rurality as a determinant of either success or lack thereof in education, particularly how it affects or compromises high school students' preparedness and/or readiness for college education. In the next section, we reflect on the situation of students in rural primary schools, considering their challenges, actual and/or perceived and/or opportunities for opportunities.
Challenges and Opportunities
How perceived and actual rural barriers can be addressed to ensure equal participation (Fraser 2009) of rural students on university entry. The life chances of students from rural areas are thus reduced from the outset, despite the potential they may have to pursue STEM-related fields at university.
Rural High Schools: Challenges and Opportunities
If the enrollment for degree programs is strictly based on the subjects they did at high school level. However, it has been observed that ineffective leadership is a major obstacle in the realization of success on the part of rural secondary schools (Ncube 2014).
State of Preparedness for University Education
Limiting the challenge to rural areas thus misses the heart of the problem: rural areas may not be Zimbabwe's problem, although it is likely to be experienced acutely in such settings. While in other countries the problem is confined to rural areas and must be treated as such, the Zimbabwean case requires a nuanced approach, first to define where the problem originates, rather than comparing it to other economies.
Responsiveness of Universities to Students’ Backgrounds
The fact that rural secondary schools struggle to attract, let alone retain, quality teachers (De Young 1991) and must mobilize funds to acquire instructional materials and equipment indicates an uneven distribution of human and material resources. We therefore argue that for higher education institutions to effectively respond to the plight of rural students, a proper analysis of the situation is required, at least to clearly understand the socio-economic dynamics involved.
Rethinking Student Enrolment Criteria
We also observe that universities in Zimbabwe, in terms of curriculum implementation, run the risk of flying beyond the content in a largely examination-oriented approach which is evident in the semesterisation of almost all programs instead of grounding freshmen in the university culture. gradually and more systematically. We observe that universities in Zimbabwe parade a homogenized approach to student treatment upon entry into the system.
Bridging Programmes
Restructuring Teacher Education
Summary and Some Concluding Remarks
We also emphasized the requirement for resilience on the part of affected individuals, recognition of difference and willingness to set the stage for the disadvantaged on the part of institutions, especially universities. We also argue that key stakeholders such as government, local communities and faith-based organizations, among others, join forces to alleviate and alleviate the suffering of the disadvantaged.
Barriers to student achievement in rural secondary schools in developing countries: The case of rural Zimbabwe. Corbett (Eds.), Doing educational research in rural settings: Methodological issues, international perspectives, and practical solutions (pp. 135–147).
Relational Spaces: A Possibility
What this chapter seeks to address is that it is no longer just a consideration of the physical spaces that students occupy, but relational spaces as well. To explore, using student voices, how and why students interact with others and academic staff on campus;.
Theoretical Review: Foregrounding Theory and Empirical Research
From the existing literature, this chapter draws on the notion of mediation as a basis for the domain of students' perceptions of colleagues and staff and the concepts of bonding, bonding and bridging from Woolcock and Narayan's (2000) social capital theory. We see Woolcock and Narayan's (2000) concepts of connectedness, connectedness, and transcendence as a critical manifestation of the power of relationships and are therefore important in informing us about how students relate to other people on campus.
Rurality and Rural Education Phenomena
Rarely, if ever, do we have definitions of rurality that focus on the advantages or benefits of rurality. These so-called romantic discourses of rurality are largely marginalized discourses that have effectively been discarded from contemporary discourses and narratives of life and human progress.
Rural Education and Education in Rural Schools
Challenges of Access to Urban Universities by Rural Students
Of this percentage, an estimated 85% are students from rural schools and from similar disadvantaged backgrounds (SA Stats, Education 2018). The foregoing shows that rural students face formidable challenges in terms of both physical and epistemological access to higher education.
Selection of Vignettes of Students
Data Analysis
Emerging Issues and Discussions
Relational Spaces
Domain of Friends: The Bond
The most common criterion is that of choosing friends from students at the same level of study or doing the same course. Most respondents reported having friendships with others who are not only doing the same course, but in the same residence and on the same campus.
Interaction with Peers: The Bridge
The issue of student interaction with peers resonates with the findings in Malcolm's et al. 2000, p. 7) research where they report that "students found peer support and social acceptance to be crucial" to their stay on campus. Similarly, Tinto (1993) asserts that interaction with colleagues is one of the main ways of successfully integrating the social and academic systems of university culture.
The Role of Friends and Peers
This supports what is in the literature that the development of supportive peer groups helps students balance the many challenges they face on campus (Tinto 1997). So, the students choose friends according to the purposes they serve in their lives in college.
The Mute Spaces
Interaction with Staff: The Link
Respondents reported that those from rural and even city schools are not familiar with the university medium of instruction - the English language. Moreover, students feel uncomfortable in the classroom: “We are never so free when it comes to white lecturers.
Sources and Dimensions of Mute Spaces
They want to help, but it's not the same way; they will not sit down and lecture you. It's just my own little understanding of what I feel as a very busy teacher.
Student-Staff Interactions- Expectations Unmet or Enhancing the Link?
The implication is that, exacerbated by the negative relationship between students and staff, the consequence is a widening of the access and participation gap for the rural student. Mitchel, Wood and Witherspoon (2010, p. 295) show that "the inclusion of marginalized groups signals an increase in organizational diversity and the agency of the marginalized."
Concluding Remarks
Rethinking social spaces in higher education: exploring the undergraduate student experience in a selected South African University (PhD thesis). It wasn't about the university, it was just about the people: The role of social support in the first-year experience of higher education.
The Ruzevha/Ekhaya Coloniality Neologisms and Access to Higher
Using critical race theory to account for rural stereotypes encountered by rural students in urban higher education institutions, this chapter makes the central argument that rural stereotypes should be considered barriers to access to higher education in Zimbabwe. In defining the village stereotypes that rural students encounter in Zimbabwean higher education institutions, there are five interrelated sub-sections in this chapter.
Theoretical Framework
Second, critical race theory is transformative because it challenges racial stratification in society. Critical Race Theory as a theoretical framework is important in this chapter because it not only describes stereotypes, but also provides ways to dismantle rural stereotypes in higher education.
Historiography of Rurality in Zimbabwe
Thus, in urban areas where industry was located, authorities developed townhouses to house black African industrial workers. It became evident from this sub-section that the colonial regime ensured that there was no simultaneous economic and social development between rural and urban areas in Zimbabwe.
Towards the Conceptualisation of Rurality in Zimbabwe
The disparities in terms of educational facilities between rural and urban areas in Zimbabwe mean that students from rural areas are forced to move to urban areas to access higher education. While barriers to access to higher education in Zimbabwe are mostly framed in terms of socio-economic challenges, this chapter outlines rural stereotypes in Zimbabwe as another dimension of access to higher education.
Mapping Zimbabwean Higher Education
Consistent with perceptions of urbanity superiority, universities and other higher education facilities that are geographically located in urban areas are highly regarded. Students in higher education often tease each other that in Zimbabwe there is only one 'authentic' university, referring to the University of Zimbabwe.
Rural Stereotypes
Among the chiShona-speaking population, rural areas are usually known as ruzevha, which is a direct translation to the colonial establishment of a reservation area (Murove 2014). The selection criterion was that such pupils should have learned and completed their primary and secondary school level in rural areas.
Findings and Discussion
Students with a rural background pointed out that some students with an urban background deliberately do not sit next to them in a lecture hall. Subsequently, the limited knowledge of computers that students from rural backgrounds have puts them at a disadvantage in the pursuit of academic knowledge.
Rural Students’ Social Negotiation
He noted that "I got so uncomfortable when the lecturer said that assignments should be typed, line spacing is 1.5 and use Times Roman. While students from urban backgrounds tend to quickly learn to use the necessary technological accessories, students from rural areas struggle to be settled in a university.
Students from rural backgrounds tend to imitate the social habits of their urban counterparts. The last two sections offered a catalog of some common stereotypes that students from rural backgrounds encounter in urban higher education.
Conclusion and Recommendations
Post Zimbabwe's Rapid Land Reform Programme: Land Conflicts on Two Farms in Goromonzi District. Teachers' perceptions of challenges facing rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi district.
The Rural Gaze: Access, Participation, and Success in Higher Education
In many cases, the understanding of rural areas tends to position the countryside as flawed rather than different (Atkin 2003). This chapter aims to gain a deep and holistic understanding of how rurality affects students' experience at university and how university can better support these students and perhaps contribute to a broader understanding of inclusion and social justice.
Situating Rural student
South Africa's (SA) higher education institutions have sought to widen participation, ease access and improve performance by. After 1994, there have been several transformational initiatives seeking to effect institutional change in higher education institutions.
Conceptualising Rurality
First Space' is the space for literal physical perception of materiality and of the body. The 'other space' is the space of imagination and conceptual thinking, of the mind, metaphor and belief.
Space Matters” in Higher Education
Social Justice and Education
It is important to recognize the many strengths of rural students to serve a greater purpose of social justice struggles. In the next section, I discuss the implications of such an understanding for the university in influencing the access and success of rural students.
Implication of Access and Success of Rural Students
The participatory parity puts the framework emphasis on the nature of the educational participatory processes of students, focusing on the nature of the pedagogical processes in the university. These processes have succeeded in masking or obfuscating the structural inequalities embedded in the university that powerfully inform the educational experience of students.
Conclusion
The SACMEQ II project in Namibia: a study of the conditions of education and the quality of education. Chronicle of the Truth Commission: a journey through the past and present into South Africa's future.
Integrating Rurality in Teacher Preparation
Student Teacher Preparation for Rural Education: An Issue of Social Justice
Although it is unclear how the closure of secondary schools meant that teaching was not important when it was moved to the universities, the consequences of the process resulted in the number of student teachers falling (Jansen 2004; Welch and Gultig 2000) because it became more expensive to study at a university than a college. This chapter seeks to contribute to the dialogue on the role of teacher education in the transformation of the curriculum, focusing on the training of student teachers to prepare them to teach in rural schools.
Initial Teacher Education in South Africa
Before engaging in the knowledge debate, it is important to trace the development of scholarly understanding of teacher knowledge and implications in the context of teacher education in South Africa.
The Conceptualisation of Professional Learning Curricula for Pre-service
The argument against this model is that it is not enough to become critically reflexive; student teachers must also be able to provide disadvantaged students with epistemological access to "powerful" school knowledge (Wheelahan 2010). It is important for student teachers to be able to question, explain, justify and articulate the reasons for their actions, which means it encourages "questioning". readings in connection with the practices they observed and engaged in.
Decolonising Curriculum Debate: Implications for ITE Courses
This means that HEI programs should expose student teachers to other ways of knowing that will encourage them to be sensitive to the diverse problem-solving communities as they usually encounter complex challenges in different schools while teaching. Given the powerful epistemological access, how do student teachers access other epistemologies to give them the opportunity to interact and understand other ways of knowing and thinking?
Issues of Powerful Knowledge
Cognitive justice requires the integration of different knowledges, the “plural availability of knowledges” (Visvanathan 2016, p. 8), the allowance of the unknown, and the awareness that our forms of knowledge have absences (De Sousa Santos 2014). Important for cognitive justice is the recognition of difference so that democracy and creativity can flow, and the awareness that all knowledge can and should be flexible.
They continue to state that “the curriculum often does not speak to the experiences of students because it does not reflect the philosophical, social and technological realities of their environment”. Again, the concept of knowledge as a form of capital, i.e. a commodity and social class relations through distributive regulation, is related to the concept of access to powerful knowledge, which Wheelahan (2010, p. 9) referred to as "distributive justice" which relates to access to powerful knowledge and the ability to participate in its creation.
The Challenges of Including Rural
Likewise, De Sousa Santos (2014) called this hegemony 'epistemicide', in that not only are the forms of knowledge lost or destroyed, but the practices of which they are a part die out when the knowledge is talked about. used all the time and continuously, they will eventually be used without hesitation. 2006) added that pedagogy must devote more effort to developing and sharpening teaching methods that respond to or are in accordance with the socio-cultural background and educational needs of African learners and students. This statement addresses concordance between providing the courses with multiple epistemologies or democratic knowledge and the pedagogy that takes into account the diversity of student teachers' cultures during lectures and tutorial discussions.
Epistemologies in ITE Courses: Research Focus
Choices in the design, delivery and management of initial professional teacher education in South Africa: Enhancing diversity, quality and success. What messages about teacher professionalism are conveyed through teacher education programs in South Africa.
Parallels and Divergences
Reflecting on the Net Value of
Implementing a Collaborative Model in a South African University
Decentralization of the training of health and education professionals is proposed as an intervention to mitigate the challenges posed by centralized approaches to developing personnel equipped to work effectively in rural communities where their expertise is most needed (Rabinowitz et al. 2008; Mtetwa and Thompson 2000). . While there are various strategies that have been used to attract and retain education and health care professionals in remote and rural communities (Ross and Couper 2004; Couper et al. 2007; Wilson et al. 2009), we suggest a decentralized approach of training as a sustainable alternative.
What Is Decentralisation?
Tan and Ng (2007) found that changes in the educational environment not only prepare students to achieve learning goals; through them it is possible to contribute to the knowledge economy, the social agenda and the transformation of the community. We had to account for all costs and at the same time prove the professional and educational value of our proposed decentralized training approach.
Why the Decentralised Training Approach?
This was followed by a session in the Department of Rural Health Offices at the Parktown campus. It was during these meetings that we also identified divergences in the respective programs (table 6.3).
Findings
Recruitment and retention of teachers in rural schools in South Africa: Insights from a rural teaching experience programme. The factors that attract and retain health workers to rural areas in South Africa.
The Rural Graduate and Endemic Challenges: Responses by African
Universities
At the same time, the need to meet global demands is expedient, as a rural graduate transcends the rural environment and becomes a global citizen. Because of this duality, the rural graduate is under enormous pressure to not know who to please first.
Contextual Overview
This chapter discusses the current theme of the rural graduate with specific reference to the African continent. The notion of the rural graduate is rightly associated with higher education, urbanization and industrialization.
Conceptual Definitions
This therefore shows that the struggle for a universal definition of the term "rural" is still ongoing. As in the case of "urban," authors struggling to find any standard definition of "rural" resort to identifying at least some of what they consider to be its defining characteristics.
Challenges Faced by the Rural Graduate
The third challenge that the rural graduate has to contend with revolves around research focus and research methodology. This has a direct impact on the nature of the research outputs that the rural graduate produces.
Responses by African Universities: Real and Envisaged
One way to address this challenge would be to conduct studies that would present strategies that rural graduates could employ to survive in rural areas. Universities can help rural graduates by establishing relationships with several private sector companies and building a database.
Discussion
It has highlighted some of the endemic challenges the rural candidate constantly has to deal with. In a nutshell, the purpose of this chapter was to focus on the rural candidate and the endemic challenges this candidate must constantly deal with.
Research and Lecturer Attributes
University Lecturers as Agents of Change and Social Justice Within
It is within the scope of the above issues that the rural aspect comes into play as one of the external factors that can influence the transformation of higher education in South Africa. A similar scenario may be related to the inequity of apartheid policies in South Africa's education sector, especially with regard to the prescriptive curricula and oppressive regimes that accompanied education policies at the time.
Rural Versus Rurality: A Conceptual Dilemma
The methodology used in this study therefore draws on a range of ethnographic methods, including formal and informal interviews with various stakeholders at this university. It is the latter that is explored in more detail in this chapter, especially in view of its proximity to the anthropological interpretive paradigm.
Unpacking Some Key Features That Commonly Define Rurality
The immediacy of social connections through kinship ties is commonly used to define relationships and broader identity. This becomes central in confirming the applicability of the characteristics presented by Thompson (2014) in the context of South Africa.
ECPs as a Foundation for Transformation and Social Justice in Rural Settings
The Foundation's programs continue to be an important part of curriculum transformation in South Africa, particularly in improving access and success for students in underserved schools, such as those in rural and township settings. It is therefore crucial to note that not only the students and the societies they come from benefit from the successes of foundation programs, but also the overall academic and financial performance of the institution.
Critical pedagogy and the University Lecturer as an Agent of change and Social Justice
In essence, students' experiences and realities become key to the success of the teaching and learning process. This scenario further reveals some commonly taken-for-granted constraints that usually not only affect student performance, but also affect the broader goal of achieving a socially just environment for teaching and learning.
Being a black student’: An Unjust Criterion for Placement?
It should also be noted that another highly contested aspect of PKEs has been the issue of deployment. The tests are said to be for mimicking the expected behavior during the later stages of the student's academic study.
African Rurality and African
Epistemology: Lessons for Universities in Africa
This “runs the risk of further increasing atomization and division within communities” (Cuervo 2016). I have in mind here a distinction closely related to what Halfacree has called "rural place" versus "representations of the countryside," the former a "material" and the latter an "ideal" form of the countryside which, as Halfacree points out, , in practice'.
Critique of Analytic Epistemology
What is the countryside?' with a less ontological aim, and focuses more on the epistemological question of differences in how we come to know what the countryside is, and the politics that embody and cultivate these differences. Bell (2007) argues for an inclusive conception of the rural that embraces the rural first and the rural second equally, stimulating a correspondingly more inclusive and practical politics of the countryside, and keeping our understanding of the countryside forever moving.
