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Rurality in Higher Education in Zimbabwe: Access, Participation and, Achievement

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Rurality, Social Justice and Education in Sub-Saharan Africa Volume II

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Abstract

The quest for a parity of access, participation and success by all in higher education is threatened by the uneven distribution of resources. The Zimbabwean society is largely binarised and fragmented into categories of the privileged and the marginalised and/or underprivileged. Among the marginalised are those socially and structurally situated in rural areas: with rurality in underdeveloped Africa associated with impoverishment, reification and essentialisation. Rural schools in Zimbabwe are under-resourced in terms of critically skilled personnel, infrastructure and technology. In this chapter, we theorise and problematise rurality as an obstacle to many an entrant’s parity of participation in Zimbabwe’s higher education.

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Author information

Authors and Affiliations

  1. University of Johannesburg, Johannesburg, South Africa

    Simon Nenji

  2. School of Education, Sol Plaatje University, Kimberley, South Africa

    Amasa P. Ndofirepi

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  1. Simon Nenji
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  2. Amasa P. Ndofirepi
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Editors and Affiliations

  1. School of Education, Sol Plaatje University, Kimberley, South Africa

    Amasa P. Ndofirepi

  2. Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa

    Alfred Masinire

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Nenji, S., Ndofirepi, A.P. (2020). Rurality in Higher Education in Zimbabwe: Access, Participation and, Achievement. In: Ndofirepi, A.P., Masinire, A. (eds) Rurality, Social Justice and Education in Sub-Saharan Africa Volume II. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-57215-0_1

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  • DOI: https://doi.org/10.1007/978-3-030-57215-0_1

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-57214-3

  • Online ISBN: 978-3-030-57215-0

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