COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini
In a bid to contain the spread and infection rate of COVID-19, Eswatini closed all its schools on 17 March 2020, and for a year they remained closed. Despite education being the only viable means towards a better future, the closing of schools set-off to heighten prevailing educational disparities t...
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Format: | Article |
Language: | English |
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University of the Free State
2021-09-01
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Series: | Perspectives in Education |
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Online Access: | http://196.255.246.28/index.php/pie/article/view/5249 |
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author | Ncamsile Daphne Motsa |
author_facet | Ncamsile Daphne Motsa |
author_sort | Ncamsile Daphne Motsa |
collection | DOAJ |
description | In a bid to contain the spread and infection rate of COVID-19, Eswatini closed all its schools on 17 March 2020, and for a year they remained closed. Despite education being the only viable means towards a better future, the closing of schools set-off to heighten prevailing educational disparities towards academic access, experience and achievement for the vulnerable children of the country. Adopting intersectionality as a theoretical framework, the paper seeks to analyse the educational effects of COVID-19 on the vulnerable children of Eswatini. The aim is to identify and discuss how educational systems and processes amidst the COVID-19 era sought to amplify the already compounded, complex and dominant educational disparities for children affected by vulnerability. A systematic literature review was conducted to understand child poverty and vulnerability in Eswatini schools and the implications of the COVID-19 school restrictions on the vulnerable children. Strategies to minimise the adverse effects of the pandemic on inclusive and equitable schooling for the vulnerable children have been suggested.
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first_indexed | 2024-04-24T22:47:33Z |
format | Article |
id | doaj.art-1ab332f9a344416986627efdb18cece0 |
institution | Directory Open Access Journal |
issn | 0258-2236 2519-593X |
language | English |
last_indexed | 2024-04-24T22:47:33Z |
publishDate | 2021-09-01 |
publisher | University of the Free State |
record_format | Article |
series | Perspectives in Education |
spelling | doaj.art-1ab332f9a344416986627efdb18cece02024-03-18T11:09:36ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2021-09-0139310.18820/2519593X/pie.v39.i3.3COVID-19: Understanding and responding to the educational implications for the vulnerable children of EswatiniNcamsile Daphne Motsa0University of Kwazulu-Natal, South AfricaIn a bid to contain the spread and infection rate of COVID-19, Eswatini closed all its schools on 17 March 2020, and for a year they remained closed. Despite education being the only viable means towards a better future, the closing of schools set-off to heighten prevailing educational disparities towards academic access, experience and achievement for the vulnerable children of the country. Adopting intersectionality as a theoretical framework, the paper seeks to analyse the educational effects of COVID-19 on the vulnerable children of Eswatini. The aim is to identify and discuss how educational systems and processes amidst the COVID-19 era sought to amplify the already compounded, complex and dominant educational disparities for children affected by vulnerability. A systematic literature review was conducted to understand child poverty and vulnerability in Eswatini schools and the implications of the COVID-19 school restrictions on the vulnerable children. Strategies to minimise the adverse effects of the pandemic on inclusive and equitable schooling for the vulnerable children have been suggested. http://196.255.246.28/index.php/pie/article/view/5249COVID-19IntersectionalitySchoolsSocial justiceVulnerable childrenEswatinie |
spellingShingle | Ncamsile Daphne Motsa COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini Perspectives in Education COVID-19 Intersectionality Schools Social justice Vulnerable children Eswatinie |
title | COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini |
title_full | COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini |
title_fullStr | COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini |
title_full_unstemmed | COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini |
title_short | COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini |
title_sort | covid 19 understanding and responding to the educational implications for the vulnerable children of eswatini |
topic | COVID-19 Intersectionality Schools Social justice Vulnerable children Eswatinie |
url | http://196.255.246.28/index.php/pie/article/view/5249 |
work_keys_str_mv | AT ncamsiledaphnemotsa covid19understandingandrespondingtotheeducationalimplicationsforthevulnerablechildrenofeswatini |