Out-of-school girls’ lives in Zimbabwe: what can we learn from a storytelling research approach?
Out-of-school girls’ lives in Zimbabwe: what can we learn from a storytelling research approach?
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津巴布韦失学女孩的生活：我们可以从讲故事的研究方法中学到什么？
DOI：
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发表时间：
2021
影响因子：
2.3
通讯作者：
Obert Chigodora
中科院分区：
文献类型：
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作者：
Alison Buckler;Liz Chamberlain;Faith Mkwananzi;C. Dean;Obert Chigodora
摘要本文主要介绍津巴布韦失学女童的经历。它借鉴了SAGE(支持青春期女孩教育)的研究线索，这是一个由外交、联邦和发展办公室(FCDO)女孩教育挑战(GEC)倡议资助的英国援助计划。这项研究采用数字叙事的方法，突出了改变了女孩生活的关键事件，并影响了她们对未来的看法。本文探讨了这种替代方法论带来的洞察力。至关重要的是，它通过在持续的脆弱因素的更广泛的背景下，说明个人情况的不可预测性以及女孩对这些情况的看法，挑战了撒哈拉以南非洲经常被边缘化和失学的女孩的代表性。利用能力方法，论文还对失学女孩上学的感知价值和目的提供了新的见解。这一发现对为错过正规学校的年轻人构思更具创造性、适合具体情况的政策和做法具有重要意义。
ABSTRACT This paper focuses on the experiences of out-of-school girls in Zimbabwe. It draws on a research strand of SAGE (Supporting Adolescent Girls’ Education), a UKAid programme funded through the Foreign, Commonwealth and Development Office’s (FCDO) Girls’ Education Challenge (GEC) initiative. Using a digital storytelling approach the research highlights critical events that have changed girls’ lives and impacted on how they see their futures. The paper explores insights made possible by this alternative methodology. Crucially, it challenges the often-static representation of ‘marginalised’ and ‘out-of-school’ girls in Sub-Saharan Africa by illustrating the unpredictability of individual circumstances and girls’ perceptions of these, within broader contexts of persistent vulnerability factors. Drawing on the capability approach the paper also offers new insights into the perceived value and purpose of school for out-of-school girls. The findings have implications for conceptualising more creative, contextually appropriate policies and practices for young people who miss out on formal school.