Rural Online Learning in the Context of COVID-19 in South Africa: Evoking an Inclusive Education Approach
Rural Online Learning in the Context of COVID-19 in South Africa: Evoking an Inclusive Education Approach
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DOI：
10.4471/remie.2020.5607
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发表时间：
2020-06-01
影响因子：
3.4
通讯作者：
Dube, Bekithemba
中科院分区：
文献类型：
--
作者：
Dube, Bekithemba
This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. Rural learners face unprecedented challenges in adjusting to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications. The paper is informed by critical emancipatory research, which argues for social justice, empowerment and social inclusion of all learners in teaching and learning, with the aim of constructing better futures for all learners. To generate data, I used participatory action research. A total of 10 learners and five teachers participated via WhatsApp. The paper answers two questions: what are the learning challenges faced by rural learners in South Africa, and how can online learning be enhanced in the context of COVID-19? The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system, and low-tech software. Based on the findings of this study, the paper argues that rural learners are critical stakeholders in education and in the fight against COVID-19, and they cannot be left behind in efforts to fight the pandemic. Values such as social justice and the rights of rural learners should not be foregone in the fight against COVID-19.
