Mitigating multiple vulnerabilities in Zimbabwean rural schools: An asset-based approach

Nowell Chidakwa
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Nowell Chidakwa: School of Education, Educational Psychology, Student of Master of Education in Educational Psychology – Great Zimbabwe University

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 4, 71-78

Abstract: This baseline paper draws on the asset-based approach (ABA), as to explore multiple vulnerabilities in Zimbabwean rural learning ecologies as well as how they may be mitigated. In this paper, we began by discussing the brief overview of the approach, exploring literature that supports the need for the ABA to mitigate multiple vulnerabilities for sustainable learning in rural ecologies. Purposive sampling technique was used to select a heterogeneous group of 20 participants who included 13 learners facing multiple vulnerabilities; and 2 teachers, 2 former school learners, 1 faith-based representative, 1 social worker and 1 local community business representative as identified assets from the community. Qualitative research methods were utilised to investigate possibilities for the ABA to mitigate multiple vulnerabilities for sustainable learning in rural learning ecologies. The paper was able to capture the reality of the participants’ experiences using the Participatory Action Research design through the use of interviews and focus group discussions. Data generated were critically analysed and discussed using the Critical Discourse Analysis. Findings from the study revealed that multiple vulnerabilities greatly affect learners in their learning process. The results suggest that if the available assets are utilised to some degree, it is possible for rural learners to achieve quality education regardless of the vulnerabilities they face. The researchers conclude that the ABA has great potential as a way of alleviating multiple vulnerabilities.

Date: 2021
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