Titlebook: Marginality, Migration and Education; Educational Experien Winniefridah Matsa Book 2020 Springer Nature Switzerland AG 2020 Marginality.Int

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Background to the Nature of International Migration in the African Continent and Zimbabwe, legal and illegal migrants, educated and uneducated, skilled and unskilled, married and unmarried. With globalisation and improved modes of transport, migration is open to everyone. The nature and trends of migration at micro levels as Bulilima and Mangwe mirror those of Southern Africa, the Africa

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Gender and the Nature of Migration: Absence of One or Both Parents,male caregivers has given rise to feminisation of care. Caregiving is not viewed as male role unless if there are females to assist otherwise; children suffer in the hands of males giving care without assistant of females. In Zimbabwe, there is still reliance on caregiving by relatives especially th

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,Educational Challenges of Migrants’ Children at Home and School: Teachers, Learners and Caregivers’al capital. At home, they lack educational support and at school face ill-treatment by teachers who act favourably towards children of non-migrant parents. Migrants’ children are between a rock and a hard surface though they have developed their funds of knowledge that help them adapt to the challen

消瘦

,Children Belonging to “No One”: Learners Trapped in Strained and Suspicious Relationships, are viewed as burdensome to teachers and caregivers. They belong to no one when it comes to schooling, child development and care. In fact, there is a lot of finger-pointing and responsibility shifting as well as blame shifting that strain relations of the trio. Strained relations have detrimental

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Intervention Strategies for Equity in Education: Synchronised and Co-ordinated Model to Help Learnetrategies acknowledge diversity and unequal distribution of resources. The current strategies borrow from western equity policies ignore diversity and different political, economic and cultural contexts. The strategies are fragmented, adaptive and not transformatory. The model suggests synchronised

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to help understand the situation of migrants’ children as a This book?provides a missing link between marginality, migration and education in Zimbabwe, focusing on the educational?experiences of migrants’ children in an effort to?influence government policies concerning migrant parents and their lef

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,Geo-Physical and the Socio-Economic Learning Environments for Migrants’ Children: Converging Experiically been that of marginalisation and continues to be so under the influence of these converging experiences of marginality. The chapter shows how the geo-physical and socio-economic and cultural environments converge to be a barrier to learning of migrants children which is the main focus of the book.