High Aspirations Amidst Challenging Situations: Narratives of Six Vulnerable Primary School Children in Swaziland

Informed by social constructionism, this article explores the educational aspirations, fears and support mechanisms required to enhance the schooling experiences of vulnerable children in one rural school in Swaziland. It uses data from semi-structured interviews and photovoice based on a qualitativ...

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Bibliographic Details
Published inJournal of Asian and African studies (Leiden) Vol. 53; no. 5; pp. 797 - 811
Main Authors Motsa, Ncamsile Daphne, Morojele, Pholoho Justice
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.08.2018
SAGE PUBLICATIONS, INC
Subjects
Aspiration
Children
Children & youth
Constructionism
Continuing education
Educational services
Elementary schools
Fear & phobias
Narratives
Parents & parenting
Photography
Rural areas
Rural communities
Rural schools
Social constructionism
Teachers
Vulnerability
Swaziland
educational support
Swaziland
aspirations
Vulnerable children
fears
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Summary:Informed by social constructionism, this article explores the educational aspirations, fears and support mechanisms required to enhance the schooling experiences of vulnerable children in one rural school in Swaziland. It uses data from semi-structured interviews and photovoice based on a qualitative study of six vulnerable children, aged between 11 and 15 years. Vulnerable children viewed education as a vehicle for their aspired better adult life. These children held anxieties regarding anticipated lack of support to complete further education. Support mechanisms included the need for the community and teachers to assist with basic survival necessities like candles, clothing, and general parental guidance.
ISSN:0021-9096
1745-2538
DOI:10.1177/0021909617727555