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首页> 美国卫生研究院文献>Heliyon >Access to formal education for the San community in Tsholotsho Zimbabwe: challenges and prospects
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Access to formal education for the San community in Tsholotsho Zimbabwe: challenges and prospects

机译：获得Tsholotsho津巴布韦的圣社区正规教育：挑战和前景

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摘要

This article examines the myriad of challenges faced by primary and secondary school going children amongst the San community in their quest to attain formal education in rural Tsholotsho, Zimbabwe. Using a mixed method approach, the study utilised focus group discussions from selected primary and secondary schools, key informant interviews with headmasters and teachers and also survey questionnaires supported by an ethnographic research design. It emerged from the study that long distance travelled to school, abject poverty, dilapidated infrastructure and the perceived negative attitude towards education has had telling effects on the marginalised San community. The hindrances to attaining formal education has tended to solidify the existing stereotypes, prejudices and social labels against the San community by other ethnic groups as “separatists”, “non-conformist” and at worst “primitive” in as far as participating in modern and mainstream development is concerned. The article suggests that there is a need for a paradigm shift in attitude and behaviour of development agents and actors in their policy positions and their interventions to the San community. Formal education for the San community will be hard to achieve as long as institutions perceive them as subaltern citizens, who are a nuisance.
机译：本文介绍了中小学去年儿童在圣社区追求津巴布韦农村教育中的中小学儿童所面临的无数挑战。使用混合方法方法，研究利用了来自选定的中学和中学的焦点组讨论，与校长和教师的重点线商访谈以及调查问卷由民族志研究设计支持。它从研究中出现了长途旅行到学校，削弱贫困，破旧基础设施以及对教育的感知消极态度已经对边缘化的圣社区产生了影响。获得正规教育的障碍倾向于将其他族裔群体的现有陈规定型，偏见和社会标签巩固为“分离主义者”，“不合格”，“非符合员”，在近代和最糟糕的“原始”中。主流发展致力于。本文表明，在其政策职位及其对圣社区的干预措施中，发展代理人和行动者的态度和行为的范式转变。只要机构认为它们是令人讨厌的潜在诽谤，就难以实现圣地社区的正规教育。

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