Titlebook: Marginality, Migration and Education; Educational Experien Winniefridah Matsa Book 2020 Springer Nature Switzerland AG 2020 Marginality.Int

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Background to the Nature of International Migration in the African Continent and Zimbabwe, the context of the problem of international migration, marginality and education. The context and reasons provide for the intricate linkage between marginality, migration and education. The phases (waves) of migration and theoretical perspectives underpinning causes of international migration in Zi

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Gender and the Nature of Migration: Absence of One or Both Parents,en in Zimbabwe. The gendered nature of migration elsewhere contextualises gender and the nature of migration in Zimbabwe. Bargaining and socialist–feminist theories guide the discussion. The extent of the impact of migration on families depends on the gender that migrate, the gender of the child car

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Effects of Migration Elsewhere and Zimbabwe, countries. The positive benefits include remittances which increase the standard of living and improve household budgets enabling migrants’ children to increase enrolments in schools, thereby increasing also retention and advancement. The negative have to do with educational outcomes (performances)

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,Educational Challenges of Migrants’ Children at Home and School: Teachers, Learners and Caregivers’indirectly affect their schooling. Their life at home and school is different from that of non-migrant children. Migrants’ children are culturally deprived and they experience various forms of economic, social and educational deprivation and marginalisation. Home challenges feed into school challeng

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,Children Belonging to “No One”: Learners Trapped in Strained and Suspicious Relationships,for neither care or think it is a responsibility to be shared. Each group drew narrow demarcations for its responsibility. To teachers, their role is to teach and ensure learners abide to school rules. To caregivers, theirs is to stay with children and ensure they wake up to school every day. They a

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,“Silent Wars” Between Migrants’ Children and Teachers, Teachers and Migrant Parents: Gendered “War”nt parents and vice versa. The strained relations are largely caused by lack of teacher–parent partnership, belief and attitudes towards each group. Teachers mock and insult both learners and their parents. The war is suckly and invisible. In fact, there seems to be hatred and belittling of each oth

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