Out-of-School Girls' Lives in Zimbabwe: What Can We Learn from a Storytelling Research Approach?

Autor/inn/en	Buckler, Alison; Chamberlain, Liz; Mkwananzi, Faith; Dean, Caroline; Chigodora, Obert
Titel	Out-of-School Girls' Lives in Zimbabwe: What Can We Learn from a Storytelling Research Approach?
Quelle	In: Cambridge Journal of Education, 52 (2022) 2, S.195-215 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2021.1970718
Schlagwörter	Females; Story Telling; Out of School Youth; Public Policy; Disadvantaged; Creativity; Educational Experience; Student Attitudes; Program Descriptions; Informal Education; Open Universities; Workshops; Educational Attainment; Adolescents; Futures (of Society) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Öffentliche Ordnung; Kreativität; Bildungserfahrung; Schülerverhalten; Informelle Bildung; Nichtformale Bildung; Offene Universität; Lernwerkstatt; Schulung; Bildungsabschluss; Bildungsgut; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Future; Society; Zukunft
Abstract	This paper focuses on the experiences of out-of-school girls in Zimbabwe. It draws on a research strand of SAGE (Supporting Adolescent Girls' Education), a UKAid programme funded through the Foreign, Commonwealth and Development Office's (FCDO) Girls' Education Challenge (GEC) initiative. Using a digital storytelling approach the research highlights critical events that have changed girls' lives and impacted on how they see their futures. The paper explores insights made possible by this alternative methodology. Crucially, it challenges the often-static representation of 'marginalised' and 'out-of-school' girls in Sub-Saharan Africa by illustrating the unpredictability of individual circumstances and girls' perceptions of these, within broader contexts of persistent vulnerability factors. Drawing on the capability approach the paper also offers new insights into the perceived value and purpose of school for out-of-school girls. The findings have implications for conceptualising more creative, contextually appropriate policies and practices for young people who miss out on formal school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01