ERA

Download the full-sized PDF of Policy from below: Foregrounding teacher experiences of hardship in remote rural secondary schools in KenyaDownload the full-sized PDF

Analytics

Share

Permanent link (DOI): https://doi.org/10.7939/R3C110

Download

Export to: EndNote  |  Zotero  |  Mendeley

Communities

This file is in the following communities:

Graduate Studies and Research, Faculty of

Collections

This file is in the following collections:

Theses and Dissertations

Policy from below: Foregrounding teacher experiences of hardship in remote rural secondary schools in Kenya Open Access

Descriptions

Other title
Subject/Keyword
Policy
Decentralization
Teachers
Rural
Marginalized
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Nungu, Musembi
Supervisor and department
da Costa, José (Educational Policy Studies)
Abdi, Ali (Educational Policy Studies)
Shultz, Lynette (Educational Policy Studies)
Examining committee member and department
Goddard, Timothy (University of Prince Edward Island)
Kapoor, Dip (Educational Policy Studies)
Carson, Terrence (Secondary Education)
Department
Department of Educational Policy Studies
Specialization

Date accepted
2011-08-31T18:12:16Z
Graduation date
2011-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Teacher shortage for schools in remote rural areas (also called hardship areas) in Kenya, as in other parts of the world, is a recurrent problem. Such shortage is problematic as it exacerbates the educational disadvantage of such areas, already disadvantaged with regard to access to schools, availability of teaching and learning resources, and educational outcomes. Various policy interventions meant to attract and retain teachers in the hardship areas have apparently not borne the desired results as teachers have continued to shun postings to schools in such areas. My contention is that the failure to find a lasting solution to the problem is mainly due poor conceptualization, at the policy level, of the notion of “hardship” as it relates to the work of teachers in hardship areas owing to a top-down policy framework whereby the views and experiences of grassroots policy stakeholders are largely absent. This qualitative study, utilizing interviews, document analysis, and researcher observation, entailed a critical interpretive analysis of what constitutes hardship by interrogating the lived experiences of teachers and other grassroots policy players in Makueni district, one of the foremost hardship areas in Kenya. The sample included teachers, school administrators, officials of the two teachers’ unions, and two senior district education officials. All the participants were selected purposely because of their experiences that speak to key understandings of rural hardships that the study sought. The findings showed a marked difference between policy and grassroots understandings of hardship. Key understandings of hardship included remoteness, administrative hardships, weak students, distance from family, and bruised professional pride. Suggested interventions included focused incentives, a holistic conceptualization of hardship, real decentralization, and a participatory policy process. The findings call for an inclusive policy framework, drawing, mainly, on traditional African understandings of community and participative decision-making, as a necessary starting point in the quest for a lasting solution to the recurrent problem of teacher shortage in hardship areas.
Language
English
DOI
doi:10.7939/R3C110
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
Citation for previous publication

File Details

Date Uploaded
Date Modified
2014-04-29T18:13:55.253+00:00
Audit Status
Audits have not yet been run on this file.
Characterization
File format: pdf (Portable Document Format)
Mime type: application/pdf
File size: 1181123
Last modified: 2015:10:12 15:13:02-06:00
Filename: Post Oral.pdf
Original checksum: d9b01519253725b90d3dc2e8273fb807
Well formed: true
Valid: true
File author: Joseph Nungu
Page count: 284
File language: en-CA
Activity of users you follow
User Activity Date