The Rural Child and the Ambivalence of Education in Zimbabwe: What Can Bricolage Do?

Bekithemba Dube,Loyiso Jita

doi:10.13189/ujer.2020.080911

Abstract

In this paper, we problematise post-colonial fragmentation and the exclusive approach to education. We focus on various trajectories faced by multigrade classes and propose bricolage as an expedient, doable and desirable approach to accommodating a variety of deprived learning and teaching realities. We couch this paper in bricolage because its agenda is taking a utilitarian approach to disposable resources, thereby enhancing teaching in rural multigrade classes. We used participatory action research as research methodology and centre the discussion within the confines of two questions: What are the trajectories of the postcolonial, exclusive curriculum in multigrade classes, and what can a bricolising pedagogy offer to mitigate these trajectories? We found that an exclusivist curriculum deprives rural students and teachers, in their quest to attain and provide quality education respectively. We argue that multigrade face critical challenges, which require inclusive education approach that values all children, despite geopolitical spaces.

Highlights

When postcolonial states, including Zimbabwe, gained their independence, many of them ushered in a new era of hope and anticipated a reversal of the ambivalence and ambiguity that had been associated with colonial rule.Education became a priority of the Zimbabwean government and was premised within the Marxist-Leninist ideology of socialism
The aim of the study is to argue that it does not help if teachers, parents and students complain and blame the education department for multigrade schools; instead, we should focus on using the resources that are available in rural spaces
participatory action research (PAR) was the ideal methodology for this study, since it involves “community-oriented research and action for social change to promote marginalized communities, where the quest is to unearth the causes of social inequality” [26]

Summary

Introduction

Education became a priority of the Zimbabwean government and was premised within the Marxist-Leninist ideology of socialism. To this end, there was mass expansion of all sectors of education, including teacher education and primary and secondary schooling. The expansion led to the introduction of multigrade classes, as a way to mitigate the ever-growing population and the need for education for all. [2] gives another reason for the rise of multigrade classes, by arguing that they emerged as the dominant way of managing large numbers of students, who are organised into age divisions or classes. We agree with [3], who argues that, despite efforts by government, the urban-rural divide in education remains prominent. We are of the view that bricolage can help to close this gap, because bricolage is an effective approach for developing strategies of self-empowerment for application in subcultures, enterprises and institutions, and environments of scarcity [4]

Objectives

Methods

Results

Conclusion