Underage and Unprotected: Psychosocial Effects of Child Labour on the Academic Performance of Learners in Zimbabwe

Chinyoka, Kudzai; Naidu, Narainsamy

doi:10.1080/09764224.2014.11885506

Cited by 9 publications

(14 citation statements)

References 3 publications

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“…As such, there is a critical need for schools worldwide and from diverse cultural contexts to pursue the early identification, and if possible, the prevention, of CSA. CSA is damaging to children’s ability to learn and progress (e.g., Chinyoka et al, 2016), their memory (Harris et al, 2016), their social interactions and emotional well-being (e.g., Amédée et al, 2019), and their ability to succeed in a school setting (e.g., Choudhary et al, 2019; Zainudin & Ashari, 2018).…”

Section: Literaturementioning

confidence: 99%

Trapped in a Maze: Arab Teachers in Israel Facing Child Sexual Abuse Among Their Pupils

Sigad

Tener

2020

J Interpers Violence

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Cultural contexts are formative of and fundamental to how individuals understand, conceptualize, and act within a context of violence. Conceptually and methodologically, however, research from a culturally informed perspective on the experiences of teachers contending with the violence of child sexual abuse (CSA) in particular is broadly limited. As educators frequently confront cases of CSA in their everyday work, their ability to promote detection, disclosure intervention, and especially prevention gives them the potential to be agents of social change; however, while their responsibilities are critical, they are simultaneously members of their communities and cultures, and their interactions are bound by these dynamics. The purpose of the study is to analyze the experiences of Arab teachers in Israel who confront CSA in their everyday work. The findings are based on qualitative thematic analysis of semi-structured interviews conducted with 30 female Arab teachers working within the Arab school system in Israel. Results indicate that when facing CSA, the teachers experience an ongoing conflict between their cultural and professional codes, trapping them in a maze of intertwining and oppositional demands. On the one hand, they are constrained by the norm of protecting the honor and maintaining the status and reputation of those involved, including themselves; on the other hand, as empathetic professionals, they desire to aid their pupils. While the participants do not accept the status quo, they are effectively at a loss as to how to change it. In order find a way out of their entrapment in coping with CSA among their pupils, the only currently available path is to act as a lone hero; there is, however, the potential to foster the development of a secondary culture within the school to inaugurate cultural change in coping with CSA. Implications for future research, policy, and practice are discussed.

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Section: Literaturementioning

confidence: 99%

Trapped in a Maze: Arab Teachers in Israel Facing Child Sexual Abuse Among Their Pupils

Sigad

Tener

2020

J Interpers Violence

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“…The meso level includes the interaction of two micro systems like the interaction between parents and teachers or between parents and neighbors (Bronfenbrenner, 1979). Exo system and macro system covers the prevailing culture and national policies that had no direct effect on the children and the children are not directly involved (Chinyoka, 2013;Donald et al, 2010). All the elements of the micro and meso level systems directly contribute towards the totality of the student's experiences and influenced the child's educational dispositions, behaviors and aspirations (Arnold et al, 2012;Hodgson and Spours, 2013).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

School role in improving parenting skills and academic performance of secondary schools students in Pakistan

Ali

Ullah

Shah

et al. 2020

Heliyon

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“…This was worsened by economic and political sanctions pencilled against Zimbabwe by Western countries, the land issue, political unrest and socio-economic instability (K. Chinyoka, 2013;Shizha & Kariwo, 2016). In line with the above, Zimbabwe's economy remains in a fragile state, with an unsustainably high external debt and massive deindustrialisation and informalisation (Monyau & Bandara, 2014) affecting the effective running of state universities which depends largely on government grand and support.…”

Section: Theme 1: Macro-economic and Political Environmentmentioning

confidence: 99%

The challenges of revenue generation in state universities: The case of Zimbabwe

Chinyoka

Mutambara

2020

Cogent Social Sciences

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The study examined the challenges on revenue generation among state universities in Zimbabwe. The situation at state universities is unbearable because of rising inflation, worsening economic and political challenges facing Zimbabwe for close to three decades without any sign of improvement. A case study approach was used to purposively select twelve (12) participants drawn from the two urban state universities. Two university financial directors and 10 senior members of staff from the selected universities were interviewed. An inductive approach to analysing the responses allowed themes and categories to emerge. The study established that the current legislation, macroeconomic and political environment, reduction in government support and diminishing grant funding were noted as major barriers to revenue generation among state universities in Zimbabwe. On the way forward, there is need for the universities to be given the autonomy to determine their own fees and activities. University administrators need to be resolute, innovative, determined and creative.

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Underage and Unprotected: Psychosocial Effects of Child Labour on the Academic Performance of Learners in Zimbabwe

Cited by 9 publications

References 3 publications

Trapped in a Maze: Arab Teachers in Israel Facing Child Sexual Abuse Among Their Pupils

Trapped in a Maze: Arab Teachers in Israel Facing Child Sexual Abuse Among Their Pupils

School role in improving parenting skills and academic performance of secondary schools students in Pakistan

The challenges of revenue generation in state universities: The case of Zimbabwe

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