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.
Keywords
References
- Adodo, S., & Agbayewa, J.O. (2011). Effects of homogenous and heterogenous ability grouping class teaching on student’s interest, attitude and achievement in Integrated Science. International Journal of Psychology and Counselling 3 (3): 48-54.
- Agbenyega, J. (2012). The power of labelling discourse in the construction of disability in Ghana. Retrieved 15 January 2013 from aare.edu.au/03pap/agbo 3245.pdf Arends, R. (2009). Learning to teach (8th ed.). New York: McGraw Hill.
- Bandura, A. (1971). Social Learning Theory. New York: General Learning Press.
- Bosire, J., Mondoh, H., & Barmao, A. (2008). Effect of streaming by gender on student achievement in mathematics in secondary schools in Kenya. South African Journal of Education 28: 595-607.
- Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, 3.
- Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
- Chisaka, B.C., & Vakalisa, N.G.G.. (2003). Some effects of ability grouping in Harare secondary schools: A case study. South African Journal of Education 23 (3): 176-180.
- Creswell, J.W. (2007). Qualitative inquiry and research design. London: Sage.
- Ferrare, J. (2013). The duality of courses and students: A field-theoretical analysis of secondary school course-taking. Sociology of Education 86 (2): 139-157.
- Freire, P. (2005). Pedagogy of the oppressed (30th anniversary ed.). New York: Continuum.
