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1.
This article examines the relationship between poverty and education in South Africa, and how its conceptualisation has changed historically. By analysing two major inquiries into poverty conducted by the Carnegie Corporation (in 1929‐32 and 1982‐84), it highlights the political nature of poverty and also its racialisation in South Africa. Using material from a peri‐urban research study, it extends the analysis to include the underprovision of schooling, gender relationships of poverty and also child labour. The article illustrates how the relationship between poverty and education has been differently constructed in different discourses, and concludes by considering the challenges of developing policies to address the education/poverty nexus in the rural areas of post‐apartheid South Africa. 相似文献
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《International Journal of Educational Development》2000,20(1):5-27
This paper suggests a simple model for the relationships between poverty, schooling and gender inequality. It argues that poverty—at both national and household levels—is associated with an under-enrolment of school-age children, but that the gendered outcomes of such under-enrolment are the product of cultural practice, rather than of poverty per se. Using detailed case study material from two African countries, evidence is presented to show the variety and extent of adverse cultural practice which impede the attendance and performance of girls at school, relative to boys. It follows that gender inequalities in schooling outcomes, measured in both qualitative and quantitative terms, will not necessarily be reduced as incomes rise. 相似文献
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Lockdown measures during the pandemic have resulted in school closure worldwide affecting nearly 9 out of 10 students. Consequently, remote schooling has become a growing phenomenon. However, due to a lack of infrastructural capacity and widespread poverty, the experience of remote learning in developing countries may have been unequal by pupils’ socioeconomic status, gender and location. This study draws evidence from a phone survey conducted by Young Lives (YL) in Ethiopia, two states of India, Peru and Vietnam enquiring which sociodemographic groups are benefiting more from remote schooling. Logit regression results suggest that students from wealthier households, urban areas and with internet access from all countries are more likely to experience remote schooling. Pupils from higher-educated households in all countries but Peru also tend to have alternative schooling. Additionally, apart from Peru, the gender difference in experiencing remote learning is not found significant. We suggest that access to remote learning resources for marginalised students would be paramount to reduce inequality in learning loss in the global South. 相似文献
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This paper examines the factors that prevent slum children aged 5–14 from gaining access to schooling in light of the worsening urban poverty and sizable increase in rural-to-urban migration. Bias against social disadvantage in terms of gender and caste is not clearly manifested in schooling, while migrated children are less likely to attend school. I argue that the lack of preparation for schooling in the pre-schooling ages and school admission procedures are the main obstacles for migrated children. The most important implication for universal elementary education in urban India is raising parental awareness and simplifying the admission procedures. 相似文献
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Due to high prime-age mortality—a result of the HIV/AIDS scourge, the number of orphans in Uganda continues to rise. Using the 2002/2003 Uganda National Household Survey, this paper investigates how HIV/AIDS orphan status affects schooling enrolment and grade progression. Our results show that HIV/AIDS orphans are not significantly less likely to continue schooling but are by far more likely to fall below their appropriate grade. Furthermore, we find that the schooling gaps decreases at higher levels of household welfare status—poor HIV/AIDS orphans, especially aged 13–17 years, are significantly less likely to continue schooling. 相似文献
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《教育心理学家》2013,48(4):177-194
The transition to elementary school is a major developmental milestone in the life of a child. It has been estimated that a significant number of children experience academic, social-emotional, or behavioral difficulties as they adapt to the challenges of formal schooling. Furthermore, these difficulties are compounded by poverty, often co-occur, and persist over time. This article explores the relation between the social context of early schooling; that is, features of the classroom and school environment and children's adjustment. A contextual understanding of early school adjustment fills an important gap in the literature and provides direction for future research. 相似文献
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This study explores the inter-generational effects of health shocks using longitudinal data of Young Lives project conducted in the southern state of India, Andhra Pradesh for two cohorts of children (younger and older). It is found that health shocks to poorer parents reduce investments in human capital of children thereby reducing their future earnings, and perpetuating poverty and inequality. There is a temporary delay in primary school enrollment in the case of younger cohort, while schooling attainment is reduced by 0.26 years for older children. This paper further contributes to the literature on important dimensions like role of timing of the shocks and the pathways through which they affect human capital investment, differential effects of paternal and maternal shocks on different cohort groups, ability of the children and quality of schooling in schooling attainment. 相似文献
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Education and its subsequent schooling component are among the most formative developments experienced by children and youth. It is an extremely important instrument for developing cognitive skills, for cultivating mechanisms of acceptable societal functioning and for ideological orientations. This factor is recognized by international treaties and conventions which guarantee that children and youth are entitled to a positive and safe schooling experience. However, the twentieth century began and ended with conflict. This societal propensity creates havoc on education systems in terms of two strategies: one, the total destruction of schooling or, two, schooling where an oppressor takes over governing and attempts re‐indoctrination. The question posed in this research paper is: How does schooling become disrupted due to political conflict situations? Historical antecedents indicate that a consistent evolution of the factors leading to repetitious schooling disruption emerges due to political conflict. This pattern is characterized by basic common macro factors but with some micro variables due to geographic locations. In this paper it will be argued that political conflict causes schooling disruption. The steps that unfold toward schooling disruption will be identified as a pattern that feeds the Richardson Schooling Disruption Model (RDSm). 相似文献
10.
A. CAROLINE Suransky-Dekker 《International journal of qualitative studies in education》2013,26(2):291-301
This research captures the personal experiences of Black student teachers at the University of Durban-Westville, South Africa, who were asked to write about one significant experience in their schooling careers. About 1,000 such individual stories, collected between 1991 and 1996, were analyzed and recast as broader portraits of Black schooling in South Africa before and after the transition to democracy in 1994. Five major themes were identified in these stories: (1) violence at school, (2) authoritarian climate at school, (3) learning as memorizing, (4) difficulties in schooling related to poverty, and (5) difficulties in schooling related to the language medium. The methodological strategy was influenced by the Dutch school of phenomenological pedagogy that takes the ordinary life-world as a starting point for inquiry. The findings of this research suggest that new education policies, to be effective, must take account of very significant continuities in students' experiences through the political transition. 相似文献
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Schools in the most deprived areas in Brazil are marked by extreme poverty, a situation that has obvious consequences for the everyday life in schools and for efforts to develop a supportive culture of schooling. Nevertheless, schools’ responses to poverty are far from uniform. Although the context of poverty generally determines what is possible for schools to achieve, this context is by no means consistent. Not all schools located in poor areas offer poor education. And, in themselves, unfavourable contexts do not necessarily generate educational failure. This article captures the diversity of effects generated by poverty at the school level, and the variety of responses by schools situated in very similar socioeconomic and cultural contexts. It draws on a study conducted in the state of Minas Gerais, which explored five schools and their corresponding cultures to reveal the diverse effects of poverty at the school level. 相似文献
12.
Senia Nhamo Godwell Nhamo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(3-4):305-322
The Millennium Summit held in New York in September 2000 outlined the Millennium Development Goals (MDGs). The first of these involves the eradication of extreme poverty and hunger, setting two targets: halving by 2015 the percentage of the world’s populace in 1990 with income less than US-$1 a day (i.e., cutting this percentage from 27.9 to 14%); and halving the share of people who suffer from hunger. As for education, the MDGs seek to ensure that all children can complete primary schooling by 2015. Drawing on examples from selected southern African countries, the present study examines the need to strengthen economic support for (adult) education as an instrument of poverty eradication. It argues that human capital is one of the fundamental determinants of economic growth, and that this economic resource is essentially determined in both qualitative and quantitative regards by education. 相似文献
13.
Senia Nhamo Godwell Nhamo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,14(2):305-322
The Millennium Summit held in New York in September 2000 outlined the Millennium Development Goals (MDGs). The first of these
involves the eradication of extreme poverty and hunger, setting two targets: halving by 2015 the percentage of the world’s
populace in 1990 with income less than US-$1 a day (i.e., cutting this percentage from 27.9 to 14%); and halving the share
of people who suffer from hunger. As for education, the MDGs seek to ensure that all children can complete primary schooling
by 2015. Drawing on examples from selected southern African countries, the present study examines the need to strengthen economic
support for (adult) education as an instrument of poverty eradication. It argues that human capital is one of the fundamental
determinants of economic growth, and that this economic resource is essentially determined in both qualitative and quantitative
regards by education. 相似文献
14.
We investigate the effects of age-related factors and formal instruction on the development of reading-related skills in children aged 4 and 7 years. Age effects were determined by comparing two groups of children at the onset of formal schooling; one aged 7 (later-schooled) and one aged 4 (earlier-schooled). Schooling effects were measured by comparing the later-schooled group with earlier-schooled age-matched controls. There were significant effects of age and schooling on phonological awareness and visual–verbal learning, and an effect of age, but not schooling, on vocabulary and short-term verbal memory. We conclude that age-related factors and reading instruction contribute to the development of phoneme awareness and that vocabulary and verbal memory improve with age. 相似文献
15.
There are thousands of children who remain out of school at both primary and secondary levels in Turkey. The current disparities in access to education in Turkey are mostly driven by systematic regional differences and high gender inequalities. Although several existing studies have paid close attention to gender-based inequities in school access, none of the existing studies have attempted to systematically understand regional differences in schooling. This study therefore intends to address this gap in the literature. Results of the study indicated several key factors, such as gender, household poverty and gender role attitudes, that contributes to the regional inequalities in access to education in Turkey. Based on these findings, suggestions for policy makers and future research were made. 相似文献
16.
Daniela Sime Giovanna Fassetta Michele McClung 《British Journal of Sociology of Education》2018,39(3):316-332
The discrimination of Roma groups across Europe has been highlighted by several international organisations. For many, poverty, racism and their children’s systematic exclusion from education are ‘push’ factors when deciding to migrate. This study explores Roma mothers’ views of their children’s education post migration and their attitudes to education more broadly, by adopting an intersectional framework and examining issues of difference and belonging as experienced by Roma mothers and their children. While Roma mothers recognised the value of education for social mobility, they remained aware of the limited resources they could draw upon, in the absence of desirable economic and cultural capitals, and as a result of their ethnicity, social class, gender and ‘undesirable migrant’ status. There was a perceived hopelessness in relation to the chances that Roma children have to overcome their marginalisation through schooling, pointing to the need for dedicated policy interventions when working with Roma families. 相似文献
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Bernadette Geduld 《Africa Education Review》2017,14(2):122-139
Learners’ self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling of township school learners, although generally acknowledged, remain under-researched. The research presented in this paper explored 14 secondary township school teachers’ perceptions of the factors that influence learners’ motivation to achieve academic success. A better understanding of contextual motivational factors could influence teaching and learning, as well as provide the needed support that ultimately will enhance the academic achievement of South African township school learners. Participants perceived autonomy-supportive, extrinsic motivation, schools as positive learning environments, study and job opportunities, community projects, friends and peers, poverty, and encouragement from the local community as strong sources of motivation. 相似文献