Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/6438
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dc.contributor.authorMavuka Anotidaen_US
dc.contributor.authorGwenzi Getrude Dadiraien_US
dc.contributor.authorSoko Sneddonen_US
dc.contributor.authorNyamhanza Nyashaen_US
dc.contributor.authorKurevakwesu Wilberforceen_US
dc.date.accessioned2024-12-11T13:46:44Z-
dc.date.available2024-12-11T13:46:44Z-
dc.date.issued2024-10-
dc.identifier.urihttps://cris.library.msu.ac.zw//handle/11408/6438-
dc.description.abstractThe lives of children with albinism have not given much attention in the scholarly literature, in particular school-aged children with albinism. The study investigated the challenges faced by secondary school pupils with albinism in accessing universal education in a selected rural area in Zimbabwe. The study utilized qualitative methodology, including in-depth interviews, key informant interviews and FGDs to collect data from pupils, their parents and some community members in Rusape rural area. Using the Human Rights Based Approach, the analysis showed that school children with albinism experience various challenges which affect their access to education. Being in mainstream schools, they experience discrimination, lack of understanding from teachers, segregation, negative self-concept, no sense of belonging, and name calling. They also experience physical challenges, such as, visual impairment, headaches, and sunburns which affect their educational experience. This study concluded that the authorities responsible for ensuring that children’s rights are met should work hard towards the inclusion of children with albinism in mainstream education without the fear of stigma and discrimination.en_US
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.relation.ispartofInternational Journal of Educational Developmenten_US
dc.subjectuniversal educationen_US
dc.subjectrural Zimbabween_US
dc.subjectchallengesen_US
dc.subjectalbinismen_US
dc.subjectschool-aged childrenen_US
dc.titleThe myth of universal education in rural Zimbabwe: Evidence of challenges faced by pupils with albinismen_US
dc.typeresearch articleen_US
dc.identifier.doihttps://doi.org/10.1016/j.ijedudev.2024.103131-
dc.contributor.affiliationDepartment of Social Work, University of Zimbabwe, Zimbabween_US
dc.contributor.affiliationDepartment of Sociology and Social Policy, Lingnan University, Hong Kongen_US
dc.contributor.affiliationDepartment of Social Work, University of Zimbabwe, Zimbabween_US
dc.contributor.affiliationPracticing Social Worker, Zimbabween_US
dc.contributor.affiliationMidlands State University School of Social Work, Zimbabween_US
dc.relation.issn1873-4871en_US
dc.description.volume110en_US
item.grantfulltextopen-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.openairetyperesearch article-
item.fulltextWith Fulltext-
item.languageiso639-1en-
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