The journey to school: space, geography and experiences of rural children

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dc.contributor.authorMorojele, Pholoho
dc.contributor.authorMuthukrishna, Nithi
dc.date.accessioned2016-06-14T07:16:27Z
dc.date.available2016-06-14T07:16:27Z
dc.date.issued2012
dc.description.abstractThis paper gives prominence to rural children’s accounts of their journey to school. Twelve children (male = 6; female = 6) from three different rural villages in Lesotho participated in the study. Individual and focus group interviews were used to generate data, and these were preceded by three participatory research techniques: family drawings, route mapping and diamond ranking, to engage children in dialogue and discussion. The study provided insights into the implications of family dynamics on children’s school journey and the meaning of the school journey to the children. It illuminated how children actively define and re-define the varied places, power-laden spaces and social relations embedded in the journey. The study also highlighted how children’s agency is expressed in their negotiation of the school journey, and represented rural children as heterogeneous with the capacity to navigate their localities in complex and autonomous ways.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationMorojele, P., & Muthukrishna, N. (2012). The journey to school: Space, geography and experiences of rural children. Perspectives in Education, 30(1), 90-100.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/2850
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectRuralityen_US
dc.subjectJourneyen_ZA
dc.subjectChildren's geographiesen_ZA
dc.subjectSchoolen_ZA
dc.subjectLesothoen_ZA
dc.titleThe journey to school: space, geography and experiences of rural childrenen_ZA
dc.typeArticleen_ZA
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PiE 2012 Volume 30 Issue 1