The Meaning of Social justice for Rural Education: Access, Participation and Achievement

Erima, Gloria

doi:10.1007/978-3-030-57277-8_7

Cited by 1 publication

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Budalang'i division is perennially affected by flooding (Opere, 2013). The study applied a convergent mixed-methods approach, using interviews, a survey, and focus group discussions (FGDs) to collect data (Erima, 2020). Fifteen in-depth interviews were conducted with parents and senior school managers (principals and senior teachers) in the selected schools.…”

Section: Methodsmentioning

confidence: 99%

The Capability and Social Justice Theories: Developing a Second-Generation Model for Enhancing Epistemological Access in Flood-Prone Schools in Kenya

Erima

Maringe

2021

IJLTER

Self Cite

View full text Add to dashboard Cite

This paper draws from a larger doctoral study, conducted between 2013 and 2016 in five flood-prone schools of the Budalang’i division of western Kenya. The mixed-methods study was based on empirical data drawn from twenty-three in-depth interviews from parents, senior school managers, and Sub County Education officers. Fifteen of these interviews were with males and eight with females. A questionnaire was completed by a total of 191 Standard Eight pupils, 49.2% boys and 50.8% girls across the five schools. Focus group discussions (FGDs) consisting of ten pupils from each of the five schools were also conducted. The study investigated the extent to which flood-prone schools can generate equitable epistemological access (EEA) and how they are committed to delivering a socially just educational experience. The research was embedded in the 'critical realism framework' as the overarching philosophy, premised on Sen's capability approach and Nancy Fraser's social justice framework. The two theories offer competing predications that: 1) the development of individual capabilities improves lives 2) the development of individuals should be based on a socially just approach. Findings suggested that to develop individual capabilities, schools need to embark on a socially just approach, especially to learners who are subjected to deprivation. The paper models a capabilities and social justice approach, as a substantial contribution to our understanding of the extent to which flood-prone schools of Kenya may improve individual capability development. Apart from its implications for policy, we suggest that the model should be implemented in schools to determine its efficacy.

show abstract

Section: Methodsmentioning

confidence: 99%