The Process and Forms of Labelling Learners in Zimbabwean Schools: A Challenge

Abstract

This article gives a bird’s eye view of a doctoral thesis which investigated the labelling of non-disabled secondary school learners, with particular reference to the social and psychological spheres, and their influence on learning. It reports on the process and forms of labelling as one part of the findings. The study had 54 participants: three school headmasters, 9 form three teachers, 8 lower sixth form teachers, 18 form three learners and 16 lower sixth form learners who were purposively sampled. A qualitative research approach was adopted, in which phenomenological interviewing was done with learners, their teachers and school headmasters; focus group discussions were held with learners and document analysis was done on teachers’ work schemes and records of work. It was found that the process of labelling was predominantly shaped by agents from the home (parents, guardians) and the school (learners’ class and subjects, as allocated by teachers and school headmasters), rather than the learners themselves. Several forms of labelling emerged as further challenges relating to school type, and the screening and streaming of learners. The study presents recommendations for addressing challenges emanating from such labelling, which includes crafting a policy framework to that effect.