Intervention Strategies for Equity in Education: Synchronised and Co-ordinated Model to Help Learners Cope with Absence of Parents Due to Migration in Zimbabwe
Western ideas, concepts and definitions have influenced and continue to influence the educational policies and practices of former colonies. The imported western educational policies universalise and homogenise western and non-western countries, assuming that everyone has social and economic capital...
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| Format: | book part |
| Language: | English |
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Springer, Cham
2023
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| Online Access: | https://cris.library.msu.ac.zw//handle/11408/5645 https://doi.org/10.1007/978-3-030-60873-6_10 |
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| _version_ | 1779905284783734784 |
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| author | Winniefridah Matsa |
| author2 | Department of Gender Studies.Midlands State University |
| author_facet | Department of Gender Studies.Midlands State University Winniefridah Matsa |
| author_sort | Winniefridah Matsa |
| collection | DSpace |
| description | Western ideas, concepts and definitions have influenced and continue to influence the educational policies and practices of former colonies. The imported western educational policies universalise and homogenise western and non-western countries, assuming that everyone has social and economic capital thereby ignoring issues of cultural deprivation, marginalisation impinging on equity in education. The chapter is premised on the debates of western intervention equity policies in education versus post-colonial ones. The chapter begins with the historical context of western intervention equity policies in education and their impact in Zimbabwe. Post-colonial theoretical lenses lay the foundation of transformatory, migratory and education policies as well as strategies suggested in this book for migrants’ children to cope with absence of parents due to migration. Transformatory policies and strategies acknowledge diversity and unequal distribution of resources. The current strategies borrow from western equity policies ignore diversity and different political, economic and cultural contexts. The strategies are fragmented, adaptive and not transformatory. The model suggests synchronised and coordinated transformatory strategies. |
| format | book part |
| id | ir-11408-5645 |
| institution | My University |
| language | English |
| publishDate | 2023 |
| publisher | Springer, Cham |
| record_format | dspace |
| spelling | ir-11408-56452023-05-20T12:04:45Z Intervention Strategies for Equity in Education: Synchronised and Co-ordinated Model to Help Learners Cope with Absence of Parents Due to Migration in Zimbabwe Winniefridah Matsa Department of Gender Studies.Midlands State University Western intervention Homogenise Post-colonial philosophy Exclusion Transformatory Equity Western ideas, concepts and definitions have influenced and continue to influence the educational policies and practices of former colonies. The imported western educational policies universalise and homogenise western and non-western countries, assuming that everyone has social and economic capital thereby ignoring issues of cultural deprivation, marginalisation impinging on equity in education. The chapter is premised on the debates of western intervention equity policies in education versus post-colonial ones. The chapter begins with the historical context of western intervention equity policies in education and their impact in Zimbabwe. Post-colonial theoretical lenses lay the foundation of transformatory, migratory and education policies as well as strategies suggested in this book for migrants’ children to cope with absence of parents due to migration. Transformatory policies and strategies acknowledge diversity and unequal distribution of resources. The current strategies borrow from western equity policies ignore diversity and different political, economic and cultural contexts. The strategies are fragmented, adaptive and not transformatory. The model suggests synchronised and coordinated transformatory strategies. 105 121 2023-05-20T12:04:44Z 2023-05-20T12:04:44Z 2020-12-20 book part https://cris.library.msu.ac.zw//handle/11408/5645 https://doi.org/10.1007/978-3-030-60873-6_10 en Marginality, Migration and Education 978-3-030-60873-6 open Springer, Cham |
| spellingShingle | Western intervention Homogenise Post-colonial philosophy Exclusion Transformatory Equity Winniefridah Matsa Intervention Strategies for Equity in Education: Synchronised and Co-ordinated Model to Help Learners Cope with Absence of Parents Due to Migration in Zimbabwe |
| title | Intervention Strategies for Equity in Education: Synchronised and Co-ordinated Model to Help Learners Cope with Absence of Parents Due to Migration in Zimbabwe |
| title_full | Intervention Strategies for Equity in Education: Synchronised and Co-ordinated Model to Help Learners Cope with Absence of Parents Due to Migration in Zimbabwe |
| title_fullStr | Intervention Strategies for Equity in Education: Synchronised and Co-ordinated Model to Help Learners Cope with Absence of Parents Due to Migration in Zimbabwe |
| title_full_unstemmed | Intervention Strategies for Equity in Education: Synchronised and Co-ordinated Model to Help Learners Cope with Absence of Parents Due to Migration in Zimbabwe |
| title_short | Intervention Strategies for Equity in Education: Synchronised and Co-ordinated Model to Help Learners Cope with Absence of Parents Due to Migration in Zimbabwe |
| title_sort | intervention strategies for equity in education: synchronised and co-ordinated model to help learners cope with absence of parents due to migration in zimbabwe |
| topic | Western intervention Homogenise Post-colonial philosophy Exclusion Transformatory Equity |
| url | https://cris.library.msu.ac.zw//handle/11408/5645 https://doi.org/10.1007/978-3-030-60873-6_10 |
| work_keys_str_mv | AT winniefridahmatsa interventionstrategiesforequityineducationsynchronisedandcoordinatedmodeltohelplearnerscopewithabsenceofparentsduetomigrationinzimbabwe |