Araştırma Makalesi
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Pushing and shoving: Tales of contestation at selected satellite schools in Zimbabwe

Yıl 2023, , 1 - 11, 29.07.2023
https://doi.org/10.59041/eyor.1296105

Öz

Satellite schools are a relatively new phenomenon within the context of education in Zimbabwe. At the turn of the century, Zimbabwe dominated media headlines because of the land reform. Land reform saw the redistribution of land from commercial farms owned by a minority of white commercial farmers. Resultantly, the land reform created a demand for schools in the former commercial farms that led to the establishment of satellite schools. The researchers drew from the Social Identity Theory of leadership to unpack the contestations faced by administrators at the selected satellite schools. Data for this study were generated using conversational interviews that were triangulated with focus group discussions. The researchers made use of mini-focus group discussions. A purposive sample of six mother school heads and six satellite school heads was selected for this study. The researchers utilised thematic analysis to analyse data from the conversational interviews and focus group discussions. The researchers established that there were contestations between the mother school head and the acting head of the satellite school. Further contestations were evident between the satellite school acting head and the traditional leadership. Additionally, there was contestation between political parties for influence at satellite schools. The researchers contend that some of the sources of the contestations at the selected satellite schools were attributable to the social identities of the acting heads of the satellite schools. From the study findings, the researchers recommend the Ministry of Primary and Secondary Education must adopt a clearer organogram concerning the supervision of satellite schools.

Kaynakça

  • Bauman, Z. (1988). Freedom. Milton Keynes: Open University Press.
  • Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
  • Bradley, E.H., Curry, L.A. & Devers, K. J. (2007). Qualitative Data Analysis for Health Services Research: Developing Taxonomy, Themes and Theory. Health Services Research, 42 (4), 1758-1772.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2). 77-101
  • Burgess-Limerick, T. & Burgess-Limerick, R. (1998). Conversational interviews and multiple-case research in Psychology. Australian Journal of Psychology, 50 (2), 63-70.
  • Creswell, J. W., & Poth, C.N. (2018). Qualitative inquiry and research design: Choosing among five approaches. 4th Edition. Thousand Oaks, California.
  • Dube, M. (2013). Zimbabwe: Coltart Warns Politicians Against Abusing Pupils. The Standard. 30 June 2013https://allafrica.com/stories/201306300261.html
  • Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
  • Gerring, J. (2004). What is a case study and what is it good for?. American Political Science Review, 98(2), 341-354.
  • Given, L.M. (Ed) (2008). The SAGE Encyclopedia of Qualitative Research Methods. V. 1 & 2. Los Angeles. Sage Publication Ltd.
  • Hlupo, T., & Tsikira, J. (2012). A comparative analysis of performance of satellite primary schools and their mother schools in Masvingo Province, Zimbabwe. Journal of Emerging Trends in Educational Research and Policy Studies, 3(5), 604-610.
  • Hogg, M. A. (2006). Social identity theory. Contemporary Social Psychological Theories, 13, 111–1369.
  • Hogg, M. A., Terry, D. J., & White, K. M. (1995). A tale of two theories: A critical comparison of identity theory with social identity theory. Social Psychology Quarterly, 58(4), 255–269. https://doi.org/10.2307/2787127
  • Krueger, R.A. (1994). Focus groups. A practical guide for applied research. Newbury Park: Sage Publications. Krugger, R. A., & Casey, M.A. (2014). Focus groups: A practical guide for applied research. New Delhi: Sage Publications. Kumar, R. (1999). Research methodology, a step-by-step guide for beginners. Melbourne: Longman.
  • Langa, V. (2012). Land reform schools in a sorry state. Parliament: Zimbabwe.
  • Mavundutse, O., Munetsi, C., Mamvuto, A., Mavhunga, P.J., Kangai, P., & Gatsi, R (2012). Emerging teacher education needs as a result of land reform in Zimbabwe: a focus on new resettlement areas. Academic Research International, 3 (2), 298-305.
  • McLeod, S. (2019). Social Identity Theory. Simply Psychology. https://www.simplypsychology.org/social-identity-theory.html
  • McMillan, J. H., & Schumacher, S. (2006). Research in Education, Evidence-Based Inquiry. London: Pearson Education Inc.
  • Ministry of Primary and Secondary Education (MoPSE) (2016). Curriculum Framework for Primary and Secondary Education (2015-2022). Government of Zimbabwe.
  • Mockovak, W. (2016). Assessing the reliability of conversational interviewing. JSM 2016-Survey Research Methods Section.
  • Morgan, D. L. (1997). Focus groups as qualitative research. London: Sage.
  • Mutema, E.P (2012). The Fast Track Land Reform Programme: Reflecting on the challenges and opportunities for resettled former farm workers at Fairfield farm in Gweru district, Zimbabwe. Journal of Sustainable Development in Africa, 14 (5), 96-106.
  • Steffens, N.K., Munt, K.A. Knippenberg, D., Platow, M.J. & Haslam, S.A. (2020). Advancing the social identity theory of leadership: A meta-analytic review of leader group prototypicality. Organizational Psychology Review, 11(1), 35-72.
  • Tarisayi, K.S (2015). An exploration of the challenges encountered by satellite schools in Masvingo district, Zimbabwe. Journal for Studies in Management and Planning, 1 (9), 304-308.
  • Tarisayi, K.S. & Munyaradzi, E. (2019). Abstruse parity traditional leadership appointments in the aftermath of the land reform in Zimbabwe. Indilinga, 18 (2), 217-228. https://www.ajol.info/index.php/indilinga/article/view/195218
  • Tarisayi, K.S. (2017). The social capital influences of land reform beneficiaries and communal farmers on satellite schools in Zimbabwe. Unpublished PhD Thesis. University of Kwazulu-Natal, South Africa.
  • Zawira, E. (2022). 1200 primary and secondary schools built in last 4 years. The Herald, 19 July, 2022. https://www.herald.co.zw/1-200-primary-and-secondary-schools-built-in-last-4-years/ Zimbabwe Human Rights Commission Report (2017). Investigative Report on ARTUZ case (REF ZHRC/CI/0069/17) http://www.veritaszim.net/node/2490

Pushing and shoving: Tales of contestation at selected satellite schools in Zimbabwe

Yıl 2023, , 1 - 11, 29.07.2023
https://doi.org/10.59041/eyor.1296105

Öz

Satellite schools are a relatively new phenomenon within the context of education in Zimbabwe. At the turn of the century, Zimbabwe dominated media headlines because of the land reform. Land reform saw the redistribution of land from commercial farms owned by a minority of white commercial farmers. Resultantly, the land reform created a demand for schools in the former commercial farms that led to the establishment of satellite schools. The researchers drew from the Social Identity Theory of leadership to unpack the contestations faced by administrators at the selected satellite schools. Data for this study were generated using conversational interviews that were triangulated with focus group discussions. The researchers made use of mini-focus group discussions. A purposive sample of six mother school heads and six satellite school heads was selected for this study. The researchers utilised thematic analysis to analyse data from the conversational interviews and focus group discussions. The researchers established that there were contestations between the mother school head and the acting head of the satellite school. Further contestations were evident between the satellite school acting head and the traditional leadership. Additionally, there was contestation between political parties for influence at satellite schools. The researchers contend that some of the sources of the contestations at the selected satellite schools were attributable to the social identities of the acting heads of the satellite schools. From the study findings, the researchers recommend the Ministry of Primary and Secondary Education must adopt a clearer organogram concerning the supervision of satellite schools.

Kaynakça

  • Bauman, Z. (1988). Freedom. Milton Keynes: Open University Press.
  • Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
  • Bradley, E.H., Curry, L.A. & Devers, K. J. (2007). Qualitative Data Analysis for Health Services Research: Developing Taxonomy, Themes and Theory. Health Services Research, 42 (4), 1758-1772.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2). 77-101
  • Burgess-Limerick, T. & Burgess-Limerick, R. (1998). Conversational interviews and multiple-case research in Psychology. Australian Journal of Psychology, 50 (2), 63-70.
  • Creswell, J. W., & Poth, C.N. (2018). Qualitative inquiry and research design: Choosing among five approaches. 4th Edition. Thousand Oaks, California.
  • Dube, M. (2013). Zimbabwe: Coltart Warns Politicians Against Abusing Pupils. The Standard. 30 June 2013https://allafrica.com/stories/201306300261.html
  • Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
  • Gerring, J. (2004). What is a case study and what is it good for?. American Political Science Review, 98(2), 341-354.
  • Given, L.M. (Ed) (2008). The SAGE Encyclopedia of Qualitative Research Methods. V. 1 & 2. Los Angeles. Sage Publication Ltd.
  • Hlupo, T., & Tsikira, J. (2012). A comparative analysis of performance of satellite primary schools and their mother schools in Masvingo Province, Zimbabwe. Journal of Emerging Trends in Educational Research and Policy Studies, 3(5), 604-610.
  • Hogg, M. A. (2006). Social identity theory. Contemporary Social Psychological Theories, 13, 111–1369.
  • Hogg, M. A., Terry, D. J., & White, K. M. (1995). A tale of two theories: A critical comparison of identity theory with social identity theory. Social Psychology Quarterly, 58(4), 255–269. https://doi.org/10.2307/2787127
  • Krueger, R.A. (1994). Focus groups. A practical guide for applied research. Newbury Park: Sage Publications. Krugger, R. A., & Casey, M.A. (2014). Focus groups: A practical guide for applied research. New Delhi: Sage Publications. Kumar, R. (1999). Research methodology, a step-by-step guide for beginners. Melbourne: Longman.
  • Langa, V. (2012). Land reform schools in a sorry state. Parliament: Zimbabwe.
  • Mavundutse, O., Munetsi, C., Mamvuto, A., Mavhunga, P.J., Kangai, P., & Gatsi, R (2012). Emerging teacher education needs as a result of land reform in Zimbabwe: a focus on new resettlement areas. Academic Research International, 3 (2), 298-305.
  • McLeod, S. (2019). Social Identity Theory. Simply Psychology. https://www.simplypsychology.org/social-identity-theory.html
  • McMillan, J. H., & Schumacher, S. (2006). Research in Education, Evidence-Based Inquiry. London: Pearson Education Inc.
  • Ministry of Primary and Secondary Education (MoPSE) (2016). Curriculum Framework for Primary and Secondary Education (2015-2022). Government of Zimbabwe.
  • Mockovak, W. (2016). Assessing the reliability of conversational interviewing. JSM 2016-Survey Research Methods Section.
  • Morgan, D. L. (1997). Focus groups as qualitative research. London: Sage.
  • Mutema, E.P (2012). The Fast Track Land Reform Programme: Reflecting on the challenges and opportunities for resettled former farm workers at Fairfield farm in Gweru district, Zimbabwe. Journal of Sustainable Development in Africa, 14 (5), 96-106.
  • Steffens, N.K., Munt, K.A. Knippenberg, D., Platow, M.J. & Haslam, S.A. (2020). Advancing the social identity theory of leadership: A meta-analytic review of leader group prototypicality. Organizational Psychology Review, 11(1), 35-72.
  • Tarisayi, K.S (2015). An exploration of the challenges encountered by satellite schools in Masvingo district, Zimbabwe. Journal for Studies in Management and Planning, 1 (9), 304-308.
  • Tarisayi, K.S. & Munyaradzi, E. (2019). Abstruse parity traditional leadership appointments in the aftermath of the land reform in Zimbabwe. Indilinga, 18 (2), 217-228. https://www.ajol.info/index.php/indilinga/article/view/195218
  • Tarisayi, K.S. (2017). The social capital influences of land reform beneficiaries and communal farmers on satellite schools in Zimbabwe. Unpublished PhD Thesis. University of Kwazulu-Natal, South Africa.
  • Zawira, E. (2022). 1200 primary and secondary schools built in last 4 years. The Herald, 19 July, 2022. https://www.herald.co.zw/1-200-primary-and-secondary-schools-built-in-last-4-years/ Zimbabwe Human Rights Commission Report (2017). Investigative Report on ARTUZ case (REF ZHRC/CI/0069/17) http://www.veritaszim.net/node/2490
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Kudzayi Tarisayi

Everjoy Munyaradzi

Christopher Jimu

Piwai Chendume 0009-0001-3093-9567

Yayımlanma Tarihi 29 Temmuz 2023
Gönderilme Tarihi 12 Mayıs 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Tarisayi, K., Munyaradzi, E., Jimu, C., Chendume, P. (2023). Pushing and shoving: Tales of contestation at selected satellite schools in Zimbabwe. Education & Youth Research, 3(1), 1-11. https://doi.org/10.59041/eyor.1296105

Cited By

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