Tawanda Runhare

Perceptions of policy duty bearers on the inclusive education policy for pregnant teenagers in South Africa

Abstract Post-apartheid, South Africa democratised access to education as enshrined in the country’s Constitutional Bill of Rights of 1996. This also includes making education accessible to pregnant teenagers as provided for by other post-apartheid legal provisions that prohibit discrimination in education. This study explored the perceptions of education policy duty bearers on the inclusion of pregnant learners in formal schools. The sample of the study comprised teachers, community representatives in school governing bodies (SGB), and parents of pregnant teenagers at two schools that mainstreamed pregnant learners. Data were analysed using Atlas ti computer package which was programmed to code and quote participants’ views. Results of the study revealed that socio-cultural gender ideologies were the more influential variables on participants’ negative perceptions towards the inclusion of pregnant learners in regular schools. From the findings, we recommend that comprehensive structures and procedures for policy dialogue and advocacy be established in schools.

The Human Security Implications of Operation Restore Order on Urban Habitation in Zimbabwe

Abstract This paper examines how the 2005 Operation Restore Order, popularly known as Murambatsvina, impacted on the key facets of human security on urban habitation in Zimbabwe. Precisely, the paper examines the humanitarian consequences of the clean up exercise from the Responsibility to Protect (R2P) and human security dimensions. By applying one of the key principles of the R2P mandate, namely, ‘the responsibility to rebuild’, the study explored the extent to which the government of Zimbabwe delivered its R2P mandate of protecting its people from the unintended consequences of the Clean Up exercise. Utilising the case study research strategy and guided by the R2P theoretical framework, the study sought to investigate and gather artefacts of the 2005 clean up exercise from four locations in the city of Harare. Purposive sampling was employed in order to gather primary data from people who experienced and were directly affected by Murambatsvina. Semi-structured interviews and structural observations revealed that the government of Zimbabwe did not fulfil its promises to Murambatsvina victims, as outlined in the R2P mandate. From the findings, we conclude that, in the absence of international intervention, operation restore order ended up inflicting more negative socio-economic consequences on urban inhabitants in Zimbabwe.

Education for a Rainbow Nation: A Desegregated School Playground as a Model for Reconstructing Social Cohesion in Post-Xenophobic South African Communities

Abstract The hosting of the 2010 FIFA World Cup in South Africa helped people to realise that the game of soccer can enable people from various backgrounds to share their happiness together irrespective of race, colour, creed, gender, ethnic group or country of origin. The world event was a symbol and engineer of social cohesion that came after the violent xenophobic attacks on immigrants from African countries in 2008. Due to the post-world cup fear of xenophobia, an estate agent warned a cosmopolitan group of tenants in a residential complex to guard against children who made noise as they played together. The warning prompted this case study in which we investigated how foundation phase learners (Grade R -3) at one desegregated1 school coped with the racial, ethnic, social and cultural diversity that characterise their school life. Purposive and convenience sampling were employed to select foundation phase teachers and their learners for the case study. Research instruments comprised child informal play observations; focus group interviews for teachers, and children’s drawings and play conversations. Results of the study revealed that young children do not build social barriers in their diverse play and peer groups. From the results, we conclude that desegregated schools can be avenues for social cohesion in post-xenophobic South African communities and recommend that higher education institutions include handling of diverse or global classrooms as one of the contemporary issues for the teacher training curriculum.

Legal Frameworks on Educational Provisions for Pregnant and Parenting Teenagers

The third target of the Millennium Development Goal (MDG) was/is to eliminate gender disparity in primary and secondary education, preferably by 2005 and in all levels of education not later than 2015 (Department of Economic and Social Affairs of the United Nations Secretariat, 2013; Stromquist, 2005; Subrahmanian, 2005).

Partisan Politics in Civic Education

In an ideal situation, the education system should be a microcosm of society’s culture, yet in modern class societies, it largely represents the interests of the dominant and elite socio-cultural subgroups (Bourdieu & Passeron, 1977; Bowles & Gintis, 1976; Marginson, 2009).

Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe

This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. The main conclusion from the study was that the distance approach to teacher training was not effectively utilised for teacher preparation in music due to inadequate music knowledge and skills of mentor teachers as well as weaknesses of the school curriculum. Recommendations drawn from these conclusions are that the teaching practice period should not be the same for all subjects and more demanding subjects such as music deserve to be practiced more. Student teachers specialising in music must be placed for teaching practice where there are music specialist teachers. This study also recommends that the placement of music student teachers for teaching practice be undertaken jointly by the teaching practice coordinators and the music specialist lecturer.