The rural child and the ambivalence of education in Zimbabwe: What can bricolage do?

Abstract

In this paper, we problematise post-colonial fragmentation and the exclusive approach to education. We focus on various trajectories faced by multigrade classes and propose bricolage as an expedient, doable and desirable approach to accommodating a variety of deprived learning and teaching realities. We couch this paper in bricolage because its agenda is taking a utilitarian approach to disposable resources, thereby enhancing teaching in rural multigrade classes. We used participatory action research as research methodology and centre the discussion within the confines of two questions: What are the trajectories of the postcolonial, exclusive curriculum in multigrade classes, and what can a bricolising pedagogy offer to mitigate these trajectories? We found that an exclusivist curriculum deprives rural students and teachers, in their quest to attain and provide quality education respectively. We argue that multigrade face critical challenges, which require inclusive education approach that values all children, despite geopolitical spaces.