The Process and Forms of Labelling Learners in Zimbabwean Schools: A Challenge

Year 2018, Volume: 5 Issue: 1, 1 - 16, 01.06.2018

Manuel Rwodzi Norma Bel , Soezin Krog

https://doi.org/10.17275/per.18.1.5.1

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

abelling, Zimbabwean, process, forms, challenges

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