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All Journal Edukasiana: Jurnal Inovasi Pendidikan Eureka: Journal of Educational Research
Muchabaiwa, Wonder
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Education Mathematics Social Sciences Other

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Gender justice and social inclusion of female learners with dwarfism: A case study in Bindura District, Zimbabwe Muchabaiwa, Wonder; Matope, Nogget; Moyo, Annah
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.69

Abstract

This study explored social exclusion challenges experienced by female secondary school learners with dwarfism in Bindura district, Mashonaland Central province, Zimbabwe. The qualitative study used a case study research design. The study's participants were two learners with dwarfism, two administrators, four teachers, and 12 learners (who are not dwarves but attend classes with the learners with dwarfism). The participants were purposively selected because of their experiences with the phenomenon under study. Data were collected through in-depth interviews and focus group discussions. Findings revealed that learners with dwarfism have problems that begin as a result of their small stature, socially constructed as a disability by society. Other challenges include inappropriate infrastructure and furniture, stigmatization, and segregation in sporting activities. However, female learners with dwarfism face peculiar challenges because of their gender. These challenges include sexual harassment and the burden of stereotyped feminine chores in the school. The findings revealed that gender and disability remain exclusionary, and oppressive systems that affect the schooling experiences of female learners with dwarfism disproportionately. The study recommends that schools adopt an inclusive education policy that addresses issues of exclusion based on gender and disability.
Gender Transformative Education in Zimbabwe’s Fast-Track Land Resettlement schools: Reimagining Gender norms and Social Inclusion Muchabaiwa, Wonder; Moyo, Annah
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i3.1162

Abstract

Many developing countries continue to battle with issues of social inclusion, gender equity, and equality in primary and secondary schools. For Zimbabwe, the Fast-Track Land Reform Programme (FTLRP) executed in 2000 ushered a problematic context that exacerbated social exclusion and gender inequalities in Education.  The unplanned, politically motivated, and hastily executed FTLRP created disruptive learning environments affecting female and male students disproportionately.  This study aimed to investigate how the FTLRP hindered opportunities for gender-transformative education in fast-track resettlement schools. It also aimed to promote social inclusion and gender justice in rural fast-track resettlement schools. The study adopted a participatory qualitative approach to triangulate data from in-depth interviews, observations, and desk reviews of curricula materials. It also adopted intersectionality feminism lens to illuminate gender dynamics in fast-track resettlement schools. Such a holistic approach provided critical insights into how gender overlaps with poverty and rurality to diminish opportunities for gender-transformative education. Findings show that poor infrastructure in the fast-track resettlement schools continues to obstruct gender-transformative education. Teachers are not conversant with gender-responsive pedagogies, let alone gender-transformative education practices. It also reveals that informal boarding facilities in fast-track resettlement schools are havens for sexual harassment. The study concludes that the FTLRP in Zimbabwe created disruptive learning environments that continue to obstruct initiatives for gender justice and social inclusion in schools. Female students tend to suffer from social exclusion because of their gender, poverty and rurality. Conducting a gender audit in fast-track resettlement schools would help in developing a robust gender-transformative education policy framework.
Reimagining responsive approaches to curbing substance abuse by female students in Zimbabwe’s secondary schools Muchabaiwa, Wonder; Katsande, Jigu; Moyo, Annah
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.86

Abstract

The rise of substance abuse among youths in Zimbabwe has reached disturbing levels, with female secondary school students increasingly falling victim. Historically, substance abuse was viewed as a male-dominated issue, with girls and women largely excluded from its narrative. This study, conducted in the Harare Metropolitan province, explores the factors contributing to female students' engagement in substance abuse and the subsequent impact on their educational experiences. Utilizing a qualitative research approach, the study employed grounded theory to collect, analyze, and present data on the issue. Participants were selected through purposive and snowball sampling techniques, with data gathered via focus group discussions with teachers and in-depth interviews with school administrators and affected students. This study highlights that substance abuse among female students is primarily driven by immediate environmental factors, particularly within the family unit. The prevalence of broken homes and parental absenteeism, often resulting from migration, increases young girls' vulnerability to substance abuse. It reveals a rise in substance abuse among female students, leading to serious implications for their academic performance and general schooling experiences. Key consequences include higher dropout rates and declining academic performance, triggering anti-school behaviors such as truancy, neglect of responsibilities, and violence. It also exposes them to mental health issues, vulnerability to sexual violence, exposure to STIs, and early pregnancies. In response, a concentric model is proposed to effectively address and curtail substance abuse among secondary school students.
Co-Authors Katsande, Jigu Matope, Nogget Moyo, Annah