Rediscoursing the Developmental Experiences of Rural Girl-Children in Zimbabwean Homes and Schools

DATE PUBLISHED
February 23, 2019
SECTION
Articles

Abstract

This qualitative case enquiry attempted to present an analysis of the rural girl-child experiences as she makes efforts to balance between school and home roles. The study is tethered on a feminist notion. Though schools regard the girl-child as a learner, the home also makes frantic efforts to maximize available girl child labour before and after school. Girl-child labour has received great attention by organizations fighting for equality and equity among the human populace. Data were collected through two (2) Focus Group Discussions held in two neighbouring schools with a total of twelve (12) conveniently selected girl children in Manicaland, Zimbabwe. To augment girl-child data, four teachers (2 males and 2 females) were interviewed. The four (4) teachers were purposefully selected because each held an additional professional role as a school counselor. It was evident that inequalities still existed in the ways in which boys and girls were treated at home, school and the rest of the community. Tasks were noted to be varying as each one of the girl children unpacked her ordeal. The girl child responsibilities at home ranged from cleaning, fetching firewood and relish, cooking as well as manning the sick and the aged. The school also expected her to excel in school tasks, as well as other responsibilities such as polishing the classroom floors, cleaning surroundings and any other responsibilities as assigned by school staff and prefects. Therefore, the girl child sails through varying cultural and developmental experiences as she struggles to attain formal learning.

Keywords

Feminism,, girl child,, gender disparities,, academic attainment,, rural

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Author Details

Emily Ganga

Rose Mugweni

Kudzai Chinyoka