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Marginality, migration and education...

Matsa, Winniefridah.

Marginality, migration and educationeducational experiences of migrants' children in Zimbabwe /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Marginality, migration and educationby Winniefridah Matsa.
其他題名:	educational experiences of migrants' children in Zimbabwe /
作者:	Matsa, Winniefridah.
出版者:	Cham :Springer International Publishing :2020.
面頁冊數:	xi, 134 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Children of immigrantsEducationZimbabwe.
電子資源:	https://doi.org/10.1007/978-3-030-60873-6
ISBN:	9783030608736$q(electronic bk.)

Marginality, migration and educationeducational experiences of migrants' children in Zimbabwe /
Matsa, Winniefridah.

Marginality, migration and educationeducational experiences of migrants' children in Zimbabwe /[electronic resource] :by Winniefridah Matsa. - Cham :Springer International Publishing :2020. - xi, 134 p. :ill., digital ;24 cm.

Chapter 1: Background to the nature of international migration in the african continent and zimbabwe -- Chapter 2: Geo-physical and the socio-economic learning environments for migrants'children: converging experiences of migration and marginality on the education of boys and girls in bulilima and mangwe -- Chapter 3: Gender and the nature of migration: absence of one or both parents -- Chapter 4: Effects of migration elsewhere and zimbabwe -- Chapter 5: Educational challenges of migrants' children at home and school: teachers, leaners and caregivers' perspectives -- Chapter 6: Low cost" boarding and "child renters": boys and girls schooling in risky physical and social environments in bulilima and mangwe -- Chapter 7: Children belonging to "no one": learners trapped in strained and suspicious relationships -- Chapter 8: The impact of migration on the family and childrens' rights: gendered perspective -- Chapter 9: "Silent wars" between migrants' children and teachers, teachers and migrant parents: gendered 'war' -- Chapter 10: Intervention strategies for equity in education: syncronised and co-ordinated model to help learners cope with absence of parents due to migration in zimbabwe -- Chapter 11: Implications of the book.

This book provides a missing link between marginality, migration and education in Zimbabwe, focusing on the educational experiences of migrants' children in an effort to influence government policies concerning migrant parents and their left-behind children. While there is a large body of knowledge on the education of children of immigrants in destination countries, this book aims to fill in the gap by addressing the children who do not migrate with their parents. Through this unique approach, the book examines the education statuses of these left-behind children, offering insights into their educational challenges, rights, and inequities to better inform policy decisions to meet the 2030 education agenda for action established by the United Nations in 2015. The book will of interest and use to governments, NGOs, teachers and local communities in Africa as a resource to better understand the situation of migrants' left-behind children as a category of vulnerable children in difficult circumstances.

ISBN: 9783030608736$q(electronic bk.)

Standard No.: 10.1007/978-3-030-60873-6doiSubjects--Topical Terms:

882981
Children of immigrants
--Education--Zimbabwe.

LC Class. No.: LC3747.Z55

Dewey Class. No.: 371.82694096891

Marginality, migration and educationeducational experiences of migrants' children in Zimbabwe /
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520 $a This book provides a missing link between marginality, migration and education in Zimbabwe, focusing on the educational experiences of migrants' children in an effort to influence government policies concerning migrant parents and their left-behind children. While there is a large body of knowledge on the education of children of immigrants in destination countries, this book aims to fill in the gap by addressing the children who do not migrate with their parents. Through this unique approach, the book examines the education statuses of these left-behind children, offering insights into their educational challenges, rights, and inequities to better inform policy decisions to meet the 2030 education agenda for action established by the United Nations in 2015. The book will of interest and use to governments, NGOs, teachers and local communities in Africa as a resource to better understand the situation of migrants' left-behind children as a category of vulnerable children in difficult circumstances.
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