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Relevant bibliographies by topics / Of Bantu Education

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Academic literature on the topic 'Of Bantu Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Of Bantu Education"

1

Roy, Laura, and Kevin Roxas. "Whose Deficit Is This Anyhow? Exploring Counter-Stories of Somali Bantu Refugees' Experiences in "Doing School"." Harvard Educational Review 81, no. 3 (2011): 521–42. http://dx.doi.org/10.17763/haer.81.3.w441553876k24413.

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In this article, Laura Roy and Kevin Roxas draw from two studies with Somali Bantu refugee families in South Texas and Michigan. Findings from both study sites revealed a disconnect between how educators perceived the Somali Bantu families'educational goals and Somali Bantu families' actual views of education. In contrast to educators' perceptions, Somali Bantu caregivers stressed the high value they placed on education through their storytelling practices in the home that related past struggles, including experiences of violence and poverty. The stories told and advice given by parents and el

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Hall, Martin. "“Bantu education”? A reply to Mahmood Mamdani." Social Dynamics 24, no. 2 (1998): 86–92. http://dx.doi.org/10.1080/02533959808458651.

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Ndimande, Bekisizwe S. "From Bantu Education to the Fight for Socially Just Education." Equity & Excellence in Education 46, no. 1 (2013): 20–35. http://dx.doi.org/10.1080/10665684.2013.750199.

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giliomee, hermann. "A NOTE ON BANTU EDUCATION, 1953 TO 1970." South African Journal of Economics 77, no. 1 (2009): 190–98. http://dx.doi.org/10.1111/j.1813-6982.2009.01193.x.

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Eisenhauer, Elizabeth R., Elaine C. Mosher, Karen S. Lamson, Helen Ann Wolf, and Diane G. Schwartz. "Health education for Somali Bantu refugees via home visits." Health Information & Libraries Journal 29, no. 2 (2012): 152–61. http://dx.doi.org/10.1111/j.1471-1842.2012.00979.x.

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Wills, Ivan. "The Politics of Bantu Education in South Africa: 1948-1994." Political Crossroads 19, no. 1 (2012): 5–24. http://dx.doi.org/10.7459/pc/19.1.02.

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Tran, Nellie, and Dina Birman. "Acculturation and Assimilation: A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students." Education and Urban Society 51, no. 5 (2017): 712–36. http://dx.doi.org/10.1177/0013124517747033.

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This article explored the range in teacher expectations held for Somali Bantu refugees using content analysis of one-on-one interviews with teachers who taught Somali Bantu students at an elementary school in Chicago. Analyses revealed the emergence of five categories of expectations: (a) general acculturative expectations around language and knowledge (b) behaviors, (c) internal attributes, (d) classroom behaviors, and (e) family/home. These findings raise questions about the potential danger of teacher’s expectations that might suggest assimilation to oppressive racial statuses. Implications

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Mariyana, Rita. "THE DEVELOPMENT OF SUPPORTING TOOL APPLICATION SOFTWARE FOR PROCESSING STATISTICAL DATA BASED ON VISUAL BASIC APPLICATION (VBA)." EDUTECH 14, no. 1 (2015): 125. http://dx.doi.org/10.17509/edutech.v14i1.958.

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Abstract. This study aims to develop to improve the quality of learning by making statistical data processing tools are easy to understand, easy to use by following the flow and statistical methods so that students can quickly perform data processing in both subjects for task completion and the completion of an essay, a thesis or a dissertation. To describe the results of a study to improve the quality of learning with this statistical tool research uses descriptive method, the purposive sampling technique to students taking statistics courses in early childhood teacher education study program

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Munthakhabah. R, Cita St, and Febriyani Syafri. "PERANCANGAN PERANGKAT LUNAK BANTU PEMBELAJARAN MATA KULIAH PERANGKAT KERAS BERBASIS PHP." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 17, no. 1 (2021): 62. http://dx.doi.org/10.35329/fkip.v17i1.1946.

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This research is a software development research that aims to develop learning aids software for hardware subjects based on PHP (Perl Hypertext Preprocessor) in the Computer and Informatics Engineering Study Program, Department of Electrical Engineering Education, Faculty of Engineering, Makassar University. The design of instructional media is carried out by collecting learning materials then designing the software and the necessary database. The learning media that has been created are then validated by two media experts. The objects in this study were 37 students of class 04 class 2012 Info

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Sudarso Widya Prakoso Joyo Widakdo, Danang, Abdul Holik, and Lutfi Nur Iska. "Efek Usia dan Tingkat Pendidikan terhadap Kinerja Tenaga Bantu Penyuluh Pertanian." Jurnal Penyuluhan 17, no. 1 (2021): 52–59. http://dx.doi.org/10.25015/17202131614.

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The purpose of this study was to determine the effect of age and level of education on the performance of agricultural extension assistants, either simultaneously or partially. This research is an explanatory study with a quantitative approach. The sample of the research was the Agricultural Extension Assistants in Banyuwangi Regency. The sampling technique was a total sampling of 40 respondents. The main data of this research are primary data obtained by data collection techniques using a questionnaire. The analytical tool used multiple linear regression to determine the effect simultaneously

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Dissertations / Theses on the topic "Of Bantu Education"

1

Ramabulana, Ronald Thifulufhelwi. "Bantu education: the black teacher's lived experience of conflict." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002548.

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This work is a descriptive phenomenological study of the experience of conflict that is lived by black teachers in the Bantu Education context. Subjects are teachers from the East Rand and Eastern Cape who have high school teaching experience that ranges from 1 to 15 years. The conflict researched was defined as those situations in which the teacher faced demands or expectations from different interest groups which were incompatible or negated each other. The Subjects of this research were six teachers who were interviewed for case material. The phenomenological case study design was used. Dat

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2

Moore, Nadine Lauren. "In a class of their own : the Bantu Education Act (1953) revisited." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53445.

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Various political parties, civil rights groups, ministerial spokespeople and columnists support the view that one of South Africa's leading challenges is overcoming the scarring legacy that the Bantu Education Act of 1953 left on the face of the country. In the light of this a need arises to revisit the position and place of Bantu Education in the current contested interpretation of its legacy. It is apparent from the vast literature on this topic that academics are not in agreement about whether or not the 1953 education legislation was the watershed moment for ensuring a cheap labour

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Overy, Neil Gavin Ross. "'These difficult days' : mission church reactions to Bantu education in South Africa, 1949-56." Thesis, SOAS, University of London, 2002. http://eprints.soas.ac.uk/29552/.

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Mission education in South Africa became increasingly untenable in the 1940s because mission churches lacked the finances to be able to maintain a national system of educational provision and because Africans were questioning mission education which they increasingly considered institutionally racist. This crisis led the Nationalist Government to appoint an education commission to make recommendations leading to the reform of 'native education'. This commission argued that mission education was incompatible with the ordering of society envisaged by the government. It suggested that the state s

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Rehman, Jonas. "From Bantu Education to Social Sciences : A Minor Field Study of History Teaching in South Africa." Thesis, Stockholm University, Department of Didactic Science and Early Childhood Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8022.

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<p>The thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and syllabuses. From a theoretical perspective the thesis discusses power, usage of history and pedagogic literature. The survey is done in a qualitative, hermeneutic way in order to find, discuss and explain underlying structures in the collected data. The thesis results show that History teaching in South Africa was based on an idea of a shared historical consciousness, apartheid, which legitimised

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Leleki, Msokoli William. "A Critical Response of the English Speaking Churches to the Introduction and Implementation of Bantu Education Act in South Africa." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/46253.

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This research study is based on both literature and interviews conducted in four provinces in South Africa from those who were teachers, students and inspectors during the time of the implementation of Bantu education. The aim of this study was to critically investigate the role played by the English-speaking churches during the introduction and implementation of Bantu education in South Africa. The researcher has used the qualitative research design as his guiding methodology. A qualitative approach was adopted by the researcher in which nine participants were interviewed about their e

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Rundle, Margaret. "Accommodation or confrontation? Some responses to the Eiselen commission report and the Bantu education act with special reference to the Methodist church of South Africa." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/19520.

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This study was undertaken at a time when South African politicians and educators are facing the challenge of a major restructuring of the education system, and at a time when the the Methodist Church of South Africa is being encouraged, by some, to become more involved in the provision of education again. It focusses on the three events - the appointment of the 'Commission of Inquiry into Native Education' (usually referred to as the Eiselen Commission), the Report of that Commission, and the Bantu Education Act of 1954 which led to the introduction of the system of Bantu Education in 1955. Co

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Patel, Samima Amade. "Um olhar para a formação de professores de educação bilingue em Moçambique = foco na construção de posicionamentos a partir do lócus de enunciação e actuação." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269530.

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Orientador: Marilda do Couto Cavalcanti<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-20T05:14:53Z (GMT). No. of bitstreams: 1 Patel_SamimaAmade_D.pdf: 1971313 bytes, checksum: 6760c5646819060d63bbbf79037ec703 (MD5) Previous issue date: 2012<br>Resumo: O presente estudo é o resultado de uma pesquisa qualitativa, com um viés etnográfico interpretativo (ERICKSON, 1982; MASON, 1997), situada na Linguística Aplicada em sua vertente INdisciplinar (MOITA LOPES, 2006) e transgressiva (PENNYCOOK, 2006), com atenção p

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Seedat, Mohamed Amin. "Topics, trends and silences in South African psychology ethnocentricism, crisis and liberatory echoes." University of the Western Cape, 1993. http://hdl.handle.net/11394/8464.

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Philosophiae Doctor - PhD<br>The deliberate and sometimes unwitting complicity of psychology with apartheid social formations has received little attention in the psycho-historical literature. This, study in an attempt to break the silence, offers a descriptive characterization of South African psychology by tracing its origins, evolution, formalization and development to its ethnoscientific, colonial and apartheid roots. The study begins with an examination of the globalization of Euro-American psychology. The proliferation and domination of Euro-American psychology closely correlates with t

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Govender, Rajuvelu. "The contestation, ambiguities and dilemmas of curriculum development at the Solomon Mahlangu Freedom College, 1978-1992." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6042_1320317218.

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The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institution

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April, Thozama. "Theorising women: the intellectual contributions of Charlotte Maxeke to the struggle for liberation in South Africa." Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3847_1360849448.

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<p>The study outlines five areas of intervention in the development of women&rsquo<br>s studies and politics on the continent. Firstly, it examines the problematic construction and the inclusion of women in the narratives of the liberation struggle in South Africa. Secondly, the study identifies the sphere of intellectual debates as one of the crucial sites in the production of historical knowledge about the legacies of liberation struggles on the continent. Thirdly, it traces the intellectual trajectory of Charlotte Maxeke as an embodiment of the intellectual contributions of women in the str

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Books on the topic "Of Bantu Education"

1

Meyer, Sabine. Erziehung als Schlüssel gesellschaftlicher Veränderung: "Bantu-education" und "people's education" in Südafrika. Breitenbach, 1991.

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Mnguni, Mbukeni Herbert. Education as a social institution and ideological process: From the négritude education in Senegal to Bantu education in South Africa. Waxmann, 1998.

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Luswazi, Peggy Nomfundo. Sozialisationsbedingungen für die Aufrechterhaltung des Apartheid-Systems. Verlag für Interkulturelle Kommunikation, 1989.

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Gassama, Makhily. La langue d'Ahmadou Kourouma: Ou, le français sous le soleil d'Afrique. ACCT, 1995.

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Indonesia. Undang-Undang Republik Indonesia nomor 20 tahun 2003 Tentang Sistem Pendidikan Nasional: Dilengkapi, tunjangan tenaga kependidikan, sistem mekanisme perencanaan tahunan, guru bantu, juknis pedoman organisasi perangkat daerah, penetapan eselon kepala tata usaha SLTP dan SMU. Eko Jaya, 2003.

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Nauta, Hinke. Women and rural development in Indonesia: A study on the income-generating activities of rural women and the role of education, credit, and other government programmes in Bantul District. Faculteit ruimtelijke wetenschappen, Universiteit Utrecht, 1994.

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(Indonesia), Jakarta Raya. Peraturan/keputusan pemerintah Daerah Khusus Ibu Kota Jakarta bidang pendidikan, kepegawaian, keuangan: Meliputi a.l. ujian kenaikan pangkat penyesuaian ijazah dan kenaikan pangkat peningkatan pendidikan, pembentukan organisasi dan tata kerja pusat pelatihan guru dan tenaga kependidikan, pemberian belanja hibah bagi guru bantu, pendelegasian wewenang pengangkatan, pemindahan, dan pemberhentian pegawai negeri sipil, besaran dan tata cara pemberian biaya pelaksanaan tugas belajar pegawai negeri sipil, tatacara pembukaan dan pengelolaan rekening milik bendahara satuan kerja perangkat daerah/unit kerja daerah (SKPD/UKPD), pelaksanaan pembayaran tunjangan kinerja daerah, Peraturan Menteri Pendidikan Nasional nomor 20 tahun 2010 tentang norma standar prosedur kriteria di bidang pendidikan, dan yang terkait dengan pendidikan, kepegawaian, dan keuangan, dll. Aliansi Masyarakat Peduli Bangsa], 2011.

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8

The Seeds Of Separate Development Origins Of Bantu Education. Unisa Press, 2010.

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9

Moshia, Matshwene E. African Village Boy: Poverty and Bantu Education Systems of Apartheid South Africa. AuthorHouse, 2006.

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Between Worlds: German Missionaries and the Transition from Mission to Bantu Education in South Africa. Wits University Press, 2017.

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Book chapters on the topic "Of Bantu Education"

1

Sanogo, Aboubakar. "Colonialism, Visuality and the Cinema: Revisiting the Bantu Educational Kinema Experiment." In Empire and Film. British Film Institute, 2011. http://dx.doi.org/10.1007/978-1-349-92498-1_12.

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Windel, Aaron. "The Bantu Educational Kinema Experiment and the Political Economy of Community Development." In Empire and Film. British Film Institute, 2011. http://dx.doi.org/10.1007/978-1-349-92498-1_11.

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"Bantu Education: 1954-1976." In Year of Fire Year of Ash. Zed Books, 2016. http://dx.doi.org/10.5040/9781350251243.ch.002.

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"South Africa: A Bantu Urban Residential Area." In World Yearbook of Education 1970. Routledge, 2013. http://dx.doi.org/10.4324/9780203080573-7.

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Ngara, Constantine. "Educating Highly Able Students from an African Perspective." In African Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3019-1.ch033.

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Basing on Cabral's (1973) legendary practical wisdom to return to the source, in the quest to broaden existing understanding of giftedness and improve the education of gifted students, the chapter examines indigenous conceptions of giftedness espoused in Bantu cultures of southern Africa. As informed by insights gleaned from research on Ndebele, Shona and Vhenda cultures' views of giftedness, indigenous cultures' views warrant attention as they promise to enrich the education of gifted students in amazing and intriguing ways. The chapter offers specific recommendations for educating highly able students including a Dynamic and Interactive Process Model of Talent development (DIPM) grounded in indigenous cultures of southern Africa currently generating interest in gifted education.

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Ngara, Constantine. "Educating Highly Able Students from an African Perspective." In Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0838-0.ch009.

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Basing on Cabral's (1973) legendary practical wisdom to return to the source, in the quest to broaden existing understanding of giftedness and improve the education of gifted students, the chapter examines indigenous conceptions of giftedness espoused in Bantu cultures of southern Africa. As informed by insights gleaned from research on Ndebele, Shona and Vhenda cultures' views of giftedness, indigenous cultures' views warrant attention as they promise to enrich the education of gifted students in amazing and intriguing ways. The chapter offers specific recommendations for educating highly able students including a Dynamic and Interactive Process Model of Talent development (DIPM) grounded in indigenous cultures of southern Africa currently generating interest in gifted education.

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Lastrucci, Emilio, Debora Infante, and Angela Pascale. "Education and E-Learning Evaluation and Assessment." In Encyclopedia of Information Communication Technology. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch025.

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The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

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Wartomo. "Implementation of School-Based Management in SMP Negeri 1 Bantul." In Emerging Perspectives and Trends in Innovative Technology for Quality Education 4.0. Routledge, 2020. http://dx.doi.org/10.1201/9780429289989-30.

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Murtamadji, M., L. Hendrowibowo, and R. Rukiyati. "The implementation of a local wisdom-based character education model in primary schools in Bantul, Yogyakarta." In Character Education for 21st Century Global Citizens. Routledge, 2018. http://dx.doi.org/10.1201/9781315104188-73.

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NGE MEH, Deris. "Mother Tongue ICT Instruction in Cameroonian Languages." In La traduction et l’interprétation en Afrique subsaharienne : les nouveaux défis d’un espace multilingue. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3533.

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This article presents the feasibility of conveying Information and Communication Technology (ICT) content in Mmɛn, a Bantu Grassfields language of Cameroon; a process which would imply a modernisation of the language, with a view to increasing its scientific knowledge base. It explores the processes used to create ICT terminology in this language in a bid to make such concepts relevant to the community. The focus is placed on the translation of a computer science manual used in primary schools within Cameroon’s language teaching project. Issues raised relate to translation, lexical innovation and mother tongue ICT instruction. Some solutions are proposed to problems inherent to official language into mother tongue translation, and the lexification of new phenomenon where adequate terminology is currently lacking. The results obtained highlight the role of translation and terminology in developing our languages, and indicate how ICT instruction in our languages justifies the claim that an idea expressed in one language can be expressed in any other. If well harnessed, this instruction will ensure access to innovative educational resources for rural and semi-urban Cameroonians alike, and will improve literacy and standards of living within a context of globalisation.

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Conference papers on the topic "Of Bantu Education"

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Hestiana, Ratna, and Sugiyono. "Madrasah Education Management Ibtidaiyah Ma’arif Saman Bantul." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.026.

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Ismail, Mohamed Taib. "The Second Penang Bridge Project: Planning, Design, Construction and Maintenance." In IABSE Conference, Kuala Lumpur 2018: Engineering the Developing World. International Association for Bridge and Structural Engineering (IABSE), 2018. http://dx.doi.org/10.2749/kualalumpur.2018.0019.

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<p>The 24 km dual carriageway Sultan Abdul Halim bridge project, Penang’s second link was completed in 2014. On the island end is Batu Maung which houses the Penang International Airport. On the mainland is Batu Kawan. The main navigation span consist of a cast-in-situ cable stayed concrete bridge with span arrangement of 117.5m +240m + 117.5m. The approach bridge consist of 55m precast segmental box girders constructed span by span supported on high damping rubber bearing on reinforced concrete piers. Bored piles of 2m diameter are used for the cable stayed bridge and 1.5m at the mudfla

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Wibowo, Bayu Ananto, and Djoko Suryo. "Research-Based History Learning Model in SMAN 2 Bantul." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.42.

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Ulivia, Sutiyono, Ulivia Ulivia, and Sutiyono Sutiyono. "Commodification of Nini Thowong Art in Bantul Regency." In Proceedings of the International Conference on Art and Arts Education (ICAAE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icaae-18.2019.37.

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Purnamasari, Debby Adelita Febrianti, and Puji Yanti Fauziah. "Implementation: Natural based Kindergarten Learning in Bantul, Yogyakarta." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.54.

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Salamah, Zuchrotus, Hadi Sasongko, and Risdianti Novida. "The Diversity of Ferns (Pteridophyta) at Pundong Japanese Cave, Bantul, Yogyakarta." In International Conference on Biology, Sciences and Education (ICoBioSE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/absr.k.200807.038.

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Panji Sasmito, Agung. "Work Readiness of Software Engineering Student in Batu City." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.13.

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Nuzula, Zidni, and Yoyon Suryono. "Management of Nonformal Education Programs in The Community Learning Center (CLC) of Bantul Regency Management of Equality Education Program." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. ACM, 2020. http://dx.doi.org/10.1145/3452144.3452287.

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Rahmadani, Irsan, and Arif Rahman. "Analysis of Cost Needs for Junior High Schools Education Facilities in Tanjung Tiram Subdistrict Regency of Batu Bara." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.084.

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Setiyaningsih, Gunanti, and Syamsudin Amir. "Ability of Literacy for 5-6 Year Old Children in Kindergarten Bambanglipuro Bantul." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.19.

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Reports on the topic "Of Bantu Education"

1

Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, et al. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.017.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The stu

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Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, et al. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.048.

Full text

Abstract:

This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The stu

APA, Harvard, Vancouver, ISO, and other styles

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