Interdisciplinary Journal of Rural and Community Studies
IJRCS provides open access platform for academics and community development experts to publish their findings. IJRCS welcomes articles that provide discourse on rural development, policies and practices, and community-related studies from regional, provincial, community and global perspectives. Interdisciplinary debates on rural and community emancipation, focusing on social, educational, economic, political, environmental, local and urban influence, gender dominance and marginalisation, and resource allocation issues are also welcome. The predominant focus is to publish articles that contribute to the sustainable development of the disadvantaged towards emancipation and self-reliance. IJRCS invites empirical studies, conceptual and theoretical opinions, book reviews, reviews of relevant literature, and commentaries.
Educator resilience in multigrade rural farm schools in KwaZulu-Natal: An exploratory case study
Educator resilience in teaching at multigrade rural schools in South Africa remains an underexplored area of research, particularly concerning the understanding of how educators develop and sustain collaborative practices to navigate contextual and systemic constraints in multigrade settings. The purpose of this study was to investigate how primary school multigrade educators in rural farm schools in uPhongolo, KwaZulu-Natal, cultivate and maintain resilience in challenging rural environments. A qualitative exploratory case study design was employed, involving 18 multigrade educators selected through purposive sampling. Semi-structured, open-ended interviews were conducted to elicit educators lived experiences. Guided by Lave and Wenger’s Community of Practice theoretical framework, a thematic analysis revealed that educator resilience is harnessed and developed through collaboration with peers and professional networks, the creation of shared repertoires for teaching and instructional routines, navigating curriculum changes collectively, and providing and receiving emotional support during periods of burnout and stress. The findings position resilience as a socially constructed process that emerges within educators' professional communities in this context. This study contributes to the understanding of how collaborative practices enhance educator resilience in under-resourced settings, with implications for educational policy and educator development initiatives. Policies that promote school-based professional learning communities, mentoring, and peer support structures could play a crucial role in strengthening educators' resilience in rural multigrade contexts.
Copyright (c) 2026 Deborah Catherine Lees, Jacomina Motitswe, Matshidiso Joyce Taole, Fulufhelo Mukhathi https://creativecommons.org/licenses/by/4.0
Reimagining social work responses to disaster-induced housing loss: Harnessing ubudlelane
Disasters, including heavy rainfall and flooding, frequently result in devastating consequences for disadvantaged communities, particularly through the loss of housing as a critical form of shelter. Notably, the role of social workers in disaster response often remains largely unrecognised; however, it is fundamentally central to addressing the challenges faced by victims, grounded in the profession’s foundational pillars of support, empowerment, and resilience-building. This conceptual paper examines how social workers could apply the philosophy of ubudlelane to enhance responses and interventions during disaster crises. In the aftermath of disasters, ubudlelane has the potential to situate social work interventions within human-centred responses that bolster disaster preparedness by reinforcing existing community networks and enhancing local capacities to confront future crises. The paper contextualises this perspective through the Ubudlelane-disaster response framework, which enables social workers not only to address immediate material and emotional needs but also to cultivate long-term social cohesion and sustainable recovery. Furthermore, the paper highlights practical strategies such as facilitating community healing circles, organising collective resource mobilisation initiatives, and collaborating with local leadership structures to co-develop culturally responsive disaster interventions. Ultimately, the application of the ubudlelane philosophy in disaster social work contributes to Afrocentric, context-specific, and community-driven approaches that empower disadvantaged communities to rebuild not only their homes but also the social fabric essential for resilience and well-being.
Copyright (c) 2026 Mzukisi Xweso, Zukiswa Gwam, Gcina Mtengwane https://creativecommons.org/licenses/by/4.0
Enhancing learner support with culturally responsive pedagogy in rural South African schools using technology
Educators in South African rural secondary schools encounter the dual challenge of addressing diverse learner needs across cultural, linguistic, and socioeconomic contexts while contending with inadequate technology utilisation. This conceptual paper examines the intersection of culturally responsive pedagogy and technology to propose a contextually relevant framework for learner support, emphasising the role of action research in developing responsive methodologies. A theory synthesis narrative literature review of peer-reviewed journals and case studies was conducted, guided by three analytical frameworks: Constructivist Learning Theory (individual knowledge construction), African Ubuntu philosophy ("I am because we are" communal epistemology), and Connectivism (networked learning). Six inductively derived themes emerged: learner support dimensions; pedagogical integration of technology; cultural and technological barriers; diversity, equity, and inclusion in pedagogy; best practices in technology utilisation; and technology for future preparedness. Findings suggest that technology can enhance academic and motivational support but may inadequately address emotional needs without deliberate integration. Cultural barriers, resistance from learners and educators, and historical inequalities between affluent and rural schools, exacerbated by limited resources and infrastructure, contribute to uneven outcomes and leave learners ill-prepared for rapid technological change. The proposed framework, grounded in the three analytical perspectives, outlines pathways for application within action research paradigms. Partnerships among rural schools, the Department of Basic Education, universities, and communities are recommended to foster innovative, culturally responsive teaching and enable continuous refinement. Cautious integration of emerging technologies is advocated to decolonise conventional methods, with community collaboration and experimentation central to sustainable pedagogical transformation.
Copyright (c) 2026 Newlin Marongwe, Marinda Neethling, Desire Chiwandire https://creativecommons.org/licenses/by/4.0
Drought and flood impacts on agricultural water availability in smallholder farms in the Overberg District, Western Cape Province, South Africa
Climate change-driven disasters are among the major problems facing the agricultural sector globally. This study examined the impacts of drought and floods on water availability and agricultural productivity in smallholder farms within the Overberg District Municipality in the Western Cape, South Africa. It further assessed the farmers' coping and adaptive capacity in response to these disasters. A concurrent mixed-methods approach was adopted for the study. Data were collected through a survey of smallholder farmers (n = 100), focus group discussions with smallholder farmers (n = 37), and semi-structured interviews with key informants (n = 13). The results revealed that smallholder farmers perceived drought (33.1%) and floods (29.1%), driven by increasing climate unpredictability, as having reduced water access in smallholder agriculture. Additionally, the results showed that droughts dried up water sources and floods damaged critical infrastructure, affecting water availability and agricultural production. Most farmers lacked a coping strategy (57%), and a significant number (37%) reported having no adaptation strategy. The smallholder farmers received limited institutional support. The study concludes that smallholder farmers require coordinated support to enhance their adaptive capacity and farm productively in the face of climate variability.
Copyright (c) 2025 Pitso Hemly Mshile, Evans Shoko, Bongani Ncube https://creativecommons.org/licenses/by/4.0
Intersecting inequalities: A household-level WEF nexus assessment in Thabo Mofutsanyane district, South Africa
Sustainable resource management remains markedly uneven in South Africa’s climate-sensitive, semi-arid regions, where ecological stress intersects with persis­tent socioeconomic inequality. Although the Water–Energy–Food (WEF) nexus is increasingly promoted as an integrated framework, limited empirical evidence exists on how house­hold-level resource access and climate perceptions interact across rural and urban settings. This study addresses that gap through an index-based WEF nexus assessment in the Thabo Mofutsanyane District of the Eastern Free State. A cross-sectional survey of 400 households was conducted across four ecologically diverse towns: Phuthadjithaba, La­dybrand, Marquard, and Vrede, using multi-stage sampling. Three composite indices were developed and standardised (0–1 scale): the Water Access Index (WAI), Energy Access In­dex (EAI), and Natural Resource Use Index (NRUI). Data were analysed using descriptive statistics, chi-square tests (a = 0.05), and multiple linear regression models. The results reveal significant urban–rural disparities in education, household size, housing type, and formal water access (p < 0.05). Water source and drought perception significantly predict WAI; education and climate perception influence EAI; while settlement type, gender of household head, and rainfall awareness shape NRUI (p < 0.05). These findings highlight clear socio-spatial inequalities and underscore the need for integrated, context-specific resource governance to enhance resilience in semi-arid regions.
Copyright (c) 2026 Lokuthula Msimanga, Sonwabo Perez Mazinyo https://creativecommons.org/licenses/by/4.0
Reimagining family re-unification: Exploring strategies for reintegrating street children in Harare, Zimbabwe
The phenomenon of street children in Harare, Zimbabwe, presents a significant social challenge, necessitating effective family reunification strategies. This research paper explores methods to reintegrate street children in Harare into their families, using Rational Emotive Behaviour Theory as a theoretical lens. The study utilised a qualitative research approach, employing a phenomenological research design. The population comprised ten social development officers involved in integrating street children into their families of origin. A purposive sample of ten social development officers located in the Harare Metropolitan Province participated in the study. A semi-structured interview schedule was used to collect data, which was analysed using thematic analysis. The findings underscore the critical need for innovative strategies that prioritise the effective reintegration of street children into their families. Key findings highlight the root causes of street children's homelessness and the use of several innovative strategies, such as family conferences, community engagement, psychosocial support, counselling, and providing families with resources as essential for the effective integration of street children into their original families. Based on the findings of the study, counselling and psychosocial support, community engagement, family conferences, and addressing the underlying causes of street child homelessness are recommended. The study contributes by deepening our understanding of the complex factors that lead to children being on the street and how addressing those factors could ensure effective integration of street children into families. It serves as a valuable resource for policymakers, social development officers, and researchers seeking to tackle the issue of child homelessness and family reintegration.
Copyright (c) 2025 Mugove Kudenga, Prem Heeralal, Ntokozo Dennis Ndwandwe https://creativecommons.org/licenses/by/4.0
Tourist motives and behavioural intentions towards Bawa Falls in Butterworth, South Africa: Recommendations for rural tourism development
As rural communities diversify their economies, rural tourism development is at the centre of the shift away from predominantly agricultural communities. Through tour­ism, communities benefit from infrastructural development, conservation of cultural and natural resources, as well as job creation, while tourists experience different cultures and inter­act with community members. There are tourist-related fac­tors that drive tourists to destinations (push factors) and des­tination-related factors that lure tourists to specific locations (pull factors), both of which are important for the competitive­ness and success of the destination. Studies have primarily focused on rural tourism as a strategy for economic development, the challenges faced, and the various role players involved in this development. This study aimed to understand the motives and behavioural in­tentions of rural tourists, as well as to ascertain destination at­tributes from the tourists’ perspective. The study employed qualitative approach, distributing a self-administered open-ended questionnaire via Facebook and WhatsApp groups to tourists who visited Butterworth, Eastern Cape Province, a local municipality in South Africa. Purposive and snowball sampling techniques were utilised to obtain data, and the results reveal that tourists were more driven by destination attribute motives than by internal factors. Destination attrib­utes such as infrastructure and accessibility were portrayed negatively by respondents. The study also found that the attraction appears to be abandoned. This indicates a need for efforts to focus on im­proving and maintaining destination attributes, as they contribute to tourists’ perceptions and satis­faction.
Copyright (c) 2026 Penitence Ndebele https://creativecommons.org/licenses/by/4.0
Students’ readiness for the posthuman workforce in a rurally located university in South Africa
The rapid advancement of digital tools, artificial intelligence, and global connectivity is reshaping workforce expectations, rendering it crucial to understand how students in rural and historically disadvantaged universities are preparing for such changes. These students often encounter compounded barriers, including inadequate digital infrastructure, outdated learning tools, limited exposure to emerging technologies, and scarce opportunities for practical collaboration, all of which impede their acquisition of the skills and competencies necessary to thrive in a posthuman environment. Guided by the Technological Acceptance Model and further interpreted through Van Dijk’s Digital Divide Model and Sen’s Capability Approach within a transformative paradigm employing participatory action research as a design. Semi-structured interviews were conducted with 15 fourth-year rural university students selected through convenience sampling, and the data were analysed thematically. The findings reveal that poor connectivity, limited access to modern learning tools, reduced exposure to advanced technologies, and inadequate opportunities for practical application collectively hinder students’ preparedness for technology-driven work environments. Despite these challenges, students exhibit resilience, adaptability, and problem-solving potential—qualities that are valuable for the evolving workforce. The study concludes that targeted interventions to improve infrastructure, enhance access to digital tools, provide structured exposure to emerging technologies, and strengthen digital literacy programmes are essential to bridging the preparedness gap and enabling rural students to thrive in the posthuman workforce. Consequently, this article contributes to the literature by elucidating the digital readiness gaps experienced by rural students and proposes interventions to bridge infrastructural, technological, and literacy barriers to facilitate equitable participation in the workforce.
Copyright (c) 2025 Bunmi Isaiah Omodan, Sindile Amina Ngubane https://creativecommons.org/licenses/by/4.0
Teacher perspectives on CAMI implementation: Usability and pedagogical effectiveness for grade 8 linear equation word problems
Computer-Aided Mathematics Instruction (CAMI) has gained popularity in the teaching and learning of mathematics in rural schools. Davis’s Technology Acceptance Model (TAM) and Bandura’s Observational Learning Theory (OLT) were utilised to underpin this study. The two theories complement each other, with TAM addressing teachers' perceptions, while OLT was necessary in this study to explain how these perceptions are formed. This study employed a qualitative research approach to explore teachers' perceptions of using CAMI to teach linear equation word problems (LEWP). Additionally, this research adopts an existential phenomenological design to investigate CAMI's usability and pedagogical effectiveness within the Grade 8 LEWP context. Data were collected through semi-structured interviews with Grade 8 teachers teaching LEWP. Thematic analysis was applied to the collected data, and the findings revealed that teachers who use CAMI to teach LEWP have both positive and negative perceptions. CAMI was found to be effective, as it assists teachers in teaching LEWP for conceptual understanding. However, the shortage of computers has limited many learners’ participation in lessons, as one laptop is shared by ten or more learners. The study recommends that CAMI be implemented in rural schools to teach mathematics, as it can work offline, which makes it easily accessible. Finally, schools should provide learners with more computers.
Copyright (c) 2025 Tšhegofatšo Phuti Makgakga https://creativecommons.org/licenses/by/4.0
Agricultural water access conflicts among smallholder farmers in the Western Cape, South Africa
Despite extensive legal reforms to democratise water governance, smallholder farmers in South Africa face challenges in accessing productive water. This paper describes water access conflicts among smallholder farmers in fourteen (14) historical rural towns in the Western Cape. The study examined how historical injustices, socio-economic disparities, environmental concerns, and colonial legacies have influenced current water governance and access mechanisms. Using a qualitative-exploratory framework, smallholder farmers were interviewed one-on-one (n = 119) and through focus group discussions (n = 51) to explore their understanding of water governance and agricultural water access conflicts. The findings from participant narratives were analysed thematically using Atlas.ti. The study found that historical inequities, inadequate infrastructure, differing social identities, and exclusion from decision-making perpetuate water access disparities among smallholder farmers, leading to resource conflicts. Climate change has impacted farmers, who have limited adaptive capacity due to land ownership constraints and water access barriers. Participants highlighted how these systemic issues converge to undermine investment in water-saving technologies, sustain cycles of vulnerability, and create the potential for in-group and out-group conflicts. A nuanced understanding of how social identity, particularly ‘intra-ethnicity’, and land ownership influence water access is needed. We recommend equitable water allocation mechanisms, community-based participatory governance, and investments in infrastructure to mitigate conflicts and promote sustainable water management.
Copyright (c) 2025 Bongani Ncube, Evans Shoko https://creativecommons.org/licenses/by/4.0
Perceptions of English first additional language teachers on in-service training for integrating digital skills in rural schools
There is a lack of digital skills in rural primary schools in South Africa. While technology integration is widely promoted, there is a notable research gap concerning the training of in-service English First Additional Language (EFAL) teachers in rural settings. This study explored the perceptions of Intermediate Phase EFAL teachers regarding in-service training on digital skills in the rural primary schools of the Mogodumo Circuit, Limpopo. The study was grounded in an interpretivist paradigm and informed by a professional learning conceptual framework. It employed a qualitative descriptive case study approach, using semi-structured interviews to generate data. Purposive sampling was used to select ten EFAL teachers from six primary schools, comprising six males and four females. The thematic method was employed for data analysis. The study found that digital in-service training was transformative for rural EFAL teachers, enhancing their confidence and digital teaching skills despite infrastructural challenges. Teachers highlighted the value of combining traditional and digital methods, collaborative learning, and using digital tools to support inclusive education, particularly for visually impaired learners. It is concluded that teachers’ perceptions provide valuable insights into the realities of rural education and can guide more effective, context-specific professional development. The study recommends further research into context-responsive digital training models and the pedagogical impact of inclusive technologies, while also calling for continuous, practical in-service training and collaborative, inclusive teaching strategies. This study contributes to the existing body of knowledge by providing a model for designing effective professional development in under-resourced rural contexts.
Copyright (c) 2025 Margaret Malewaneng Maja https://creativecommons.org/licenses/by/4.0
Enhancing harvested rainwater quality through nanofiltration and storage practices in a rural community
Water scarcity remains a persistent global challenge, particularly in rural communities where untreated harvested rainwater is often the primary source of water for domestic use. This study investigated cost-effective strategies to improve the quality of harvested rainwater in a selected rural community in South Africa. A sequential mixed-methods approach was adopted to explore the community’s existing rainwater harvesting practices, associated challenges, and perceptions of rainwater harvesting. The quantitative part of the study gathered data from 221 households through convenience sampling and was analysed using inferential statistics. The qualitative part of the study gathered insights from 16 interviews using convenience-based voluntary sampling and was analysed thematically. The results revealed that the majority of the households collected and stored rainwater using rooftop harvesting systems combined with plastic storage tanks. The harvested rainwater was primarily used for cooking, drinking, and cleaning. However, contamination from inadequate storage conditions, lack of filtration systems, and exposure to environmental pollutants frequently resulted in health-related concerns surfacing within the community. The study proposes using a simple wood-based nanofiltration system as a low-cost sustainable intervention to improve water quality. In addition, the study recommends promoting hygienic practices to reduce contamination risks and improving storage practices to preserve water quality. By advocating for accessible filtration technologies and encouraging safer water storage practices, the study contributes to the advancement of safe rainwater harvesting and sustainable water management in rural communities.
Copyright (c) 2025 Raveen Rathilall, Blessing George Akpan https://creativecommons.org/licenses/by/4.0
Navigating inclusive practices: Experiences of families with neurodiverse learners in early childhood in the Sarah Baartman District, Rural Humansdorp, South Africa
Inclusive early childhood education for neurodiverse learners in rural Eastern Cape is under-researched, especially regarding family, educator, and community roles amid resource constraints. This study explores the lived experiences of families with neurodiverse children and examines how inclusive practices can be co-constructed through collective agency within a rural context. Employing Participatory Action Research (PAR) within a transformative paradigm, the study is guided by Cultural-Historical Activity Theory (CHAT) to investigate how social, cultural, and historical factors shape family engagement with early education. Participants were purposefully selected and included all three early childhood educators at a local Early Childhood Development (ECD) centre, the Foundation Phase Head of Department at the nearby full-service school (to which the ECD centre serves as a feeder), three parents of neurodiverse learners (from five identified, with three consenting), and two community volunteers supporting the centre. Story circles provided dialogical spaces for participants to reflect on challenges and collaboratively develop contextually relevant, culturally responsive strategies. Key findings underscore the critical role of community support, the detrimental impact of limited resources on early intervention, and the influence of cultural beliefs on inclusive practices. The study highlights the potential of community-driven approaches that leverage local knowledge and relationships to enhance inclusion. This research contributes to the discourse on inclusive education by centring families and communities as active agents in shaping equitable, locally grounded practices. It advocates for stronger collaboration among stakeholders to promote the educational rights and holistic well-being of neurodiverse learners in rural settings.
Copyright (c) 2025 Deidre Geduld, Ezekiel Majola https://creativecommons.org/licenses/by/4.0
Parents as stakeholders: Attitudes and perceptions towards comprehensive sexuality education in Zimbabwe’s junior grades
This study investigates the attitudes and percep­tions of parents towards the implementation of Comprehen­sive Sexuality Education (CSE) in junior grades (Grades 3–7) in Zimbabwe’s Mashonaland East Province, within the context of persistent issues such as early pregnancies, child marriages, and sexual abuse. The aim is to understand the complex inter­play of factors that influence parental support for or resistance to CSE in the school curriculum. Grounded in the interpretive paradigm, the study draws on Urie Bronfenbrenner’s socio-ecological theory and Albert Bandura’s social learning theory to explore how individual, social, and systemic influences shape parental perspectives. A qualitative exploratory case study design was employed, utilising semi-structured inter­views and focus group discussions with parents from diverse socio-demographic backgrounds. The findings reveal a gener­ally positive disposition towards CSE among parents; how­ever, several barriers, such as ambiguous policy frameworks, entrenched cultural beliefs, limited resources, and inadequate teacher training, continue to hinder effective implementation. The study concludes that collective stakeholder engagement, including meaningful parental involvement, is essential for de­signing culturally relevant and context-sensitive CSE frame­works. It recommends increased investment in in-service teacher training and the provision of appro­priate teaching and learning materials, emphasising that community support and ownership are crit­ical to fostering an environment conducive to the successful delivery of CSE in junior grades.
Copyright (c) 2025 Kenneth Mukau, Henry James Nichols https://creativecommons.org/licenses/by/4.0
The Community participation in rural tourism development initiatives. The case of Mnqesha Great Place, South Africa
The challenge in rural tourism development lies in ensuring the active participation of local communities. Without their involvement, achieving sustainability, improving community welfare, and fostering a sense of ownership becomes difficult. Community participation has been in the spotlight in tourism academia as a tool to induce sustainable tourism development. However, despite the profound commendations in the literature, destinations often fail to adequately operationalise effective community participation. This study aims to explore community participation in rural tourism development at Mnqesha Great Place, South Africa. A qualitative research approach was adopted for this study. Data was collected through focus groups, and purposive sampling—a non-probability technique—was used to select community leaders involved in tourism in the area. The results of the study highlight the community's limited role in planning, the lack of resources, and internal conflicts that hinder tourism development, which ultimately impedes the community's progress. The study recommends increased communication with the village leadership, the necessity of inclusive decision-making processes, and the establishment of local champions to enhance community-led tourism initiatives, offering a framework for successful rural tourism development.
Copyright (c) 2025 Nomsa Matyile, Takalani Ramukumba https://creativecommons.org/licenses/by/4.0
Reclaiming epistemologies of woundedness: Pain and the politics of knowledge in African higher education
This paper argues that epistemologies of woundedness are essential for transforming knowledge systems historically shaped by Eurocentric and exclusion­ary frameworks. It explores how wounded epistemologies disrupt traditional knowledge paradigms by centring the lived experiences of communities impacted by colonialism, systemic racism, and historical violence. In postcolonial so­cieties, such as those in Africa, where the legacies of coloni­alism persist, epistemic healing becomes crucial in reclaim­ing Indigenous ways of knowing and addressing the psy­chological and cultural wounds inflicted by these histories. This paper advocates for actively decolonising education systems, curricula, and research practices to restore dignity to marginalised epistemologies and create inclusive spaces for diverse perspectives. Examining the implications for ed­ucation, social justice, and knowledge production, the paper highlights the need for curricula that recognise Indigenous and African philosophies, dismantling colonial structures within academic institutions, and research practices that amplify voices traditionally excluded from scholarly dis­course. Ultimately, the paper calls for a comprehensive rethinking of African knowledge validation pro­cesses to foster a more just, democratic, and inclusive intellectual landscape.
Copyright (c) 2025 Bonginkosi Hardy Mutongoza https://creativecommons.org/licenses/by/4.0
The struggles for research ethics and integrity in rural communities
Engaging with rural populations in African settings presents researchers with distinctive ethical and cultural challenges due to the community context of their research, their methods of investigation, and the implications of their findings. This paper explores the challenges related to research ethics and integrity in studies conducted with and about rural communities. The problem arises from the premise that dynamism informs the ethics of research, as no two rural spaces are homogeneous, and researchers may not necessarily be expected to adopt a monolithic approach. If ethical judgments, by their very nature, consider a variety of realities (both relative and actual) and are therefore diverse, this diversity foregrounds the plurality, fluidity, and multi-perspectival nature of rural communities. In this paper, we examine the research struggles of rural communities concerning ethics-related issues and integrity concerns. Drawing from a synthesis review on research and ethics in rural communities, we find that almost half of the publications make no reference, even in a tacit sense, to ethical issues. We conclude with the observation that the struggle for research ethics and integrity may create conflicting, competing, or crosscutting ethical obligations and ramifications, reflecting both the relative vulnerabilities of rural communities and the power implicit in these scholarly relationships, as well as the diverse ethical frameworks. Due to the uniqueness of different contexts, we advocate for a context-sensitive approach regarding the application of ethical principles in research.
Copyright (c) 2025 Dipane Hlalele, Layane Thomas Mabasa https://creativecommons.org/licenses/by/4.0
Rural students' pathways to higher tertiary education in Zimbabwe: Overcoming barriers, promoting inclusion and success
Accessing higher tertiary education for rural students in Zimbabwe is a complex journey shaped by various socio-economic, cultural, and geographic factors unique to their circumstances. This study examines the experiences of rural students in accessing, participating in, and attaining higher tertiary education through the lens of Freire's theory of critical consciousness. It employs a critical emancipatory research paradigm, utilising participatory action research methodologies. Twenty participants were purposively selected and actively involved as co-researchers throughout the research process to identify empowering practices that can transform their educational realities. Data was collected using focus group discussions and Photovoice, allowing participants to share narratives and visually represent the barriers in their educational journeys. Critical discourse analysis revealed various factors that shape educational trajectories, such as geographic isolation, financial constraints, a lack of collegiate guidance, and the internalisation of negative perceptions about rural identities. Findings also highlighted protective factors, including strong family and community support systems, self-determined mindsets, and engagement with college-bridging programmes. Through critical dialogues, participants explored ways to challenge internalised stigmas and develop critical literacies to navigate systemic barriers. The PAR process enhanced participants' critical consciousness and enabled them to collectively generate rural student-led solutions for equitable educational access. The importance of adopting strengths-based and culturally sustaining approaches that amplify the voices of rural students in transforming policies and practices was highlighted. Importantly, this study demonstrated the emancipatory potential of PAR in fostering resilience and self-advocacy among rural students, thereby promoting higher tertiary education as a means for social and economic mobility.
Copyright (c) 2025 Nowell Chidakwa https://creativecommons.org/licenses/by/4.0
The elusive ‘promised land’: South Africa’s rural community struggles after thirty years of democracy
This study highlights the struggles of Black South Africans in rural communities, which define inequalities and socio-economic conditions thirty years after the first democratic elections in 1994, regardless of the ANC's promise of “a better life for all.” The purpose of discussing these challenges was to explore selected areas relevant to these issues as a delimitation. A closer look at the socio-economic history of a people reveals factors and circumstances that either promote, sustain, or challenge the livelihoods of a society or community, as in South Africa, race and geographical location define social status and quality of life. Such circumstances have particularly affected Black South African rural communities, who continue to experience abject poverty and destitution. This points to a departure from the Batho Pele Principles, which aimed to focus on socio-economic development programmes. The data used was ‘desktop’ from secondary sources, reports, and policy papers deemed relevant to the study and related to the experiences and struggles of rural communities against inadequate education, sustainable livelihoods, water and sanitation, and health, among others. The study concluded that, despite the gains of democracy, more needs to be done. An Afrocentric perspective was preferred because it is suitable for conceptualising, operationalising, and understanding social human problems such as rural community struggles outside the confines of Eurocentric knowledge ‘paternalism’. An Afrocentric method was used to present the findings of the study, based on the identified subtopics.
Copyright (c) 2025 Theodore Nkadimeng Nkadimeng https://creativecommons.org/licenses/by/4.0
Pitfalls of PTOs in land ownership and control: Rethinking access for rural development in South Africa
Permission to Occupy (PTOs) was viewed by the apartheid regime as an important mechanism for addressing inequalities in South Africa (SA). The African National Congress (ANC) government has ruled over SA for the past 30 years but has been unsuccessful in dealing with the country’s racialised land inequalities. The land reforms introduced by the ANC government have not addressed the challenges of land in the country in a timely manner. Thus, tackling the issue of land inequalities remains crucial. A desktop review was conducted to critically examine the pitfalls of PTOs in the context of rural development and advocates for a re-evaluation of access mechanisms to promote more equitable and sustainable land tenure systems. The results show that these pitfalls perpetuate socio-economic inequalities, hinder investment in land improvements, and contribute to conflicts over land resources. In response, the article proposes alternative approaches to enhance access to land for rural development, such as community-driven land governance mechanisms, participatory land-use planning, and the recognition of customary land tenure systems. These alternative strategies prioritise rural local empowerment, strengthen tenure security, and foster inclusive decision-making processes.
Copyright (c) 2024 Chitja Twala, Hope Luke Vhiga https://creativecommons.org/licenses/by/4.0
Challenges in early childhood care and education in impoverished rural communities in KwaZulu-Natal Province, South Africa
Thirty years after the abolishment of apartheid in South Africa, socio-economic inequalities persist, resulting in a life of adversity for most young children living in poverty. This is despite the government’s vision for 2030, which recognises the potential of early childhood care and education (ECCE) to alleviate poverty and inequality. Society's most vulnerable members need access to quality ECCE programmes to realise this vision. One of the main aspects of quality in ECCE is a professional workforce, a play-based curriculum, a safe environment, and parent and community partnerships. This article reports on a case study that aims to explore the experiences of ECCE personnel in impoverished and marginalised rural communities in KwaZulu-Natal Province. Data were generated from photographs, written narratives, and semi-structured interviews based on their experiences in rural ECCE centres. Despite recognising ECCE as a critical foundation for the optimal development of children, the findings reveal that numerous challenges plague the centres in these areas. The findings highlight poor infrastructure, nutrition, and service delivery, as well as the intricate interplay between ecological systems and Maslow’s hierarchy of needs in shaping the quality of ECCE for young children. To achieve the goals of the National Development Plan, the study recommends that the government prioritise investment in ECCE programmes and support and collaborate with non-governmental organisations, especially in marginalised areas of KwaZulu-Natal.
Copyright (c) 2024 Ashnie Mahadew https://creativecommons.org/licenses/by/4.0
Qualitative exploration of self-assessment in natural science: Grade 6 learners' experiences in rural Kwa-Zulu Natal classrooms
Self-assessment, a crucial metacognitive skill for self-regulated learning, is vital for academic growth, especially in challenging subjects like Natural Science. However, its implementation and effectiveness in rural South African primary schools remain underexplored. This study investigates Grade 6 learners' experiences of self-assessment in Natural Science at two rural schools in KwaZulu-Natal, South Africa. Employing a qualitative multiple case study design, the research utilised semi-structured interviews and classroom observations with twelve purposively selected Grade 6 learners. The study reveals that while learners generally perceive self-assessment positively, they struggle with effective implementation due to a superficial understanding and difficulties in objective self-evaluation. The rural context presents significant challenges, particularly the lack of practical science equipment, which hinders learners' ability to engage in hands-on experiments and accurately assess their understanding. Furthermore, traditional knowledge and cultural values sometimes conflict with the scientific methods taught in schools, creating confusion in the self-assessment process. These findings indicate that effective self-assessment in rural Natural Science education is impeded by both institutional factors (resource limitations, inadequate teaching methods) and personal challenges (lack of confidence, cultural conflicts). Recommendations include developing context-specific, age-appropriate self-assessment tools, implementing strategies to bridge traditional and scientific knowledge, and creating innovative approaches to maximise limited resources in rural schools. This study contributes to the understanding of self-assessment practices in resource-constrained rural environments and offers insights for enhancing its effectiveness in similar contexts, addressing a gap in the existing literature on rural education and self-assessment in developing countries.
Copyright (c) 2024 Preya Pillay https://creativecommons.org/licenses/by/4.0
Exploring multifaceted impacts of El Niño driven drought on child-headed rural learners' well-being in drought-prone Chivi, Zimbabwe
The El Niño phenomenon has led to an increased frequency and intensity of droughts, posing significant challenges for rural communities in sub-Saharan Africa. This qualitative case study examines the multifaceted impacts of El Niño-driven drought on the wellbeing of child-headed households and their educational outcomes in the drought-prone Chivi district of Zimbabwe. The current study aimed to understand how El Niño-induced drought affects the physical, emotional, and socioeconomic wellbeing of child-headed rural learners and how these impacts influence their educational experiences and outcomes. The central research question is: How do El Niño-driven droughts affect the wellbeing and educational trajectories of child-headed households in the Chivi district of Zimbabwe? This study adopted a qualitative research paradigm and a case study design. Fifteen participants were selected using purposive sampling, including young learners from child-headed households and adult community members. Data were collected through two focus group discussions, one with the young learners and another with the adult participants. The data were analysed using thematic analysis. The study found that El Niño-driven droughts exacerbate the vulnerabilities of child-headed households, leading to food insecurity, water scarcity, increased household responsibilities, and mental health challenges. These factors significantly undermine the learners' ability to engage in and succeed in their educational pursuits. The study recommends the implementation of targeted interventions, such as school-based feeding programmes and psychosocial support, to mitigate the adverse impacts of drought on child-headed rural learners.
Copyright (c) 2024 Munyaradzi Chidarikire, Munyaradzi Saruchera https://creativecommons.org/licenses/by/4.0
Health challenges and coping mechanisms of female street children in Harare, Zimbabwe
This study explored the health challenges and coping strategies of female street children aged between 8 and 15 years. Existing studies on street children have generally viewed the problems faced by both girls and boys. This paper contributes to this body of knowledge by investigating the phenomenon of street children from a gender perspective, specifically focusing on female street children in Harare, Zimbabwe. A qualitative approach was employed, and data were collected through 17 in-depth interviews. The findings indicate that female street children face challenges such as a lack of sanitary pads, poor diet, inadequate hygiene, and substandard living conditions, all of which often result in mental health problems. To cope with these challenges, female street children engage in drug use, undertake marginal work, scavenge, beg, and rely on donations from NGOs and the government. The findings also revealed that they use clothes as facemasks and consume lemons as coping mechanisms against health needs induced by COVID-19.
Copyright (c) 2025 Dennis Mhuru, Paddington Mutekwe https://creativecommons.org/licenses/by/4.0
Gender differences in banana productivity in Tanzania
Banana is one of the key crops produced by farmers in Tanzania. The productivity of bananas among smallholder farmers is very low. One of the core reasons for this lower agricultural productivity in Tanzania is gender inequality in production. This study aimed to establish gender productivity differences in banana production in Tanzania. The study used panel data and a correlated random effects (CRE) model to determine these differences. It finds a 19% difference in banana productivity in favour of male managers, highlighting their (plot managers') characteristics, input use, and banana plot characteristics. The area of banana cultivation by zones, namely Lake, Northern, Southern Highlands, and Eastern zones, was found to increase banana productivity. The use of organic fertiliser and receiving government extension services have a positive influence on banana productivity. On the other hand, being a female manager, an increase in banana plot area, and an increase in the usage of pesticides have a detrimental effect on banana productivity. The findings of this study suggest the need for proper banana plot management, farmer training on skills such as the timing and amount of inputs that can be applied to banana plots sustainably, and the availability of extension services to all plot managers, regardless of their gender. Additionally, the study advocates for the sustainable use of pesticides by adopting good agricultural practices like Integrated Pest Management (IPM) and using appropriate planting materials that are disease-resistant.
Copyright (c) 2024 Hildo Ladislaus Mrema, Razack Bakari Lokina, Onesmo Selejio https://creativecommons.org/licenses/by/4.0
Small rural tourism businesses’ experience of the COVID-19 Tourism Relief Fund: A case of Coffee Bay
The rapid spread of the coronavirus (COVID-19) has brought economies around the world to a complete halt. Given the restrictive measures implemented by governments to mitigate the damage caused by the virus, many sectors of the economy have been severely affected, with tourism being one of the hardest hit. This article aims to explore and evaluate the experiences of small tourism businesses operating on the outskirts in relation to the Tourism Relief Fund provided by the South African government during the COVID-19 pandemic. Drawing from an interpretive research paradigm, the study adopted a qualitative approach, using semi-structured interviews to gather data. The resulting data was then analysed using NVivo version 12, which generated a comprehensive observation report. The findings indicated that the South African government made concerted efforts to assist tourism businesses in surviving the worst humanitarian crisis of the 21st century. However, the findings also revealed numerous shortcomings that confirmed existing literature, particularly with regard to unconstitutional qualifying criteria. Furthermore, the study found that businesses, especially informal ones that cater to tourists and provide employment, were frustrated by their ineligibility for the Tourism Relief Fund due to qualifying criteria such as registration. In conclusion, the study recommends that the government and policymakers implement more flexible transformation policies, especially during times of crisis.
Copyright (c) 2024 Tshepiso Jonathan Setokoe https://creativecommons.org/licenses/by/4.0
Enhancing service delivery via Work-Integrated Learning (WIL) at uMzimkhulu Local Municipality, South Africa
Municipalities in South Africa face numerous challenges that hinder efficient service delivery. One of these challenges is the lack of implementation of required services, leading to citizen dissatisfaction and protest actions. This study aims to investigate methods for improving service delivery in public institutions in South Africa through the implementation of work-integrated learning (WIL) programmes. Data for this study was collected from the uMzimkhulu local municipality in KwaZulu-Natal, specifically from the Harry Gwala District. A total of 56 participants took part in the study, including 28 WIL students and 28 mentors. This ensured representation from all departments within the municipality. Two separate sets of questionnaires were used to collect data from these two groups. Data analysis was performed using the Statistics Packaging for Social Sciences (SPSS) version 27. The study identified several challenges that currently hinder the effective implementation of WIL programmes within the municipality. As a result, it is recommended that the municipality provide training for WIL students and establish efficient monitoring and evaluation processes for the WIL programmes. Additionally, the municipality should involve students in WIL programmes in matters related to progressive initiatives and provide further support to enhance their ability to handle client services. It is also advised that the municipality prioritise the development of facilities and resources for WIL students to fully engage them in their work.
Copyright (c) 2024 Sikhona Cornelius Nkosi, Linah Mahlahla, Kunle Oparinde https://creativecommons.org/licenses/by/4.0
Review of community development initiatives for poverty reduction in Southern Africa
There is a growing global recognition that community development has the potential to enhance the socio-economic status of resource-constrained rural communities. Many countries have established commu­nity development initiatives in rural areas to reduce pov­erty and improve social investment. However, numer­ous challenges hinder the implementation of community development initiatives that contribute to poverty re­duction in most of Southern Africa. The United Nations Sustainable Development Goals (SDGs), particularly Goal 1, mandates all countries to end all forms of pov­erty by the year 2030. One approach to achieving this goal is to devise and implement sustainable community development initiatives. This review paper presents some best practices for how community development in­itiatives could reduce poverty in Southern Africa. The lit­erature collected from government reports, accredited journal articles, and other credible scientific writings from 2000 to 2022 was reviewed to triangulate sources of information and understand the state of community de­velopment initiatives. Several challenges were found to impede progress in poverty reduction and negatively impact sustainable community development. The effec­tiveness and sustainability of poverty reduction strate­gies implemented by countries in Southern Africa vary widely from country to country and within the country itself. The study provides recommendations and best practice models implemented within rural communities in Southern Africa.
Copyright (c) 2024 Malose Moses Tjale, Shadreck Muchaku, Grey Magaiza, Durga Dass Sharma, Gopal Krishan Sharma, Yashwant Singh Negi, Marizvikuru Mwale https://creativecommons.org/licenses/by/4.0
Stakeholder dynamics and territorial disputes in nature reserves management: A case of Cwebe community, Eastern Cape, South Africa
Nature reserves are important ideational spaces where global goals on environmental conservation can be achieved. However, their management is complex and challenging when multiple stakeholders claim ownership and control. This study was centered on this debate and explored stakeholder dynamics and territorial disputes around nature reserves, with a focus on Mhlanganisweni and eLalini Villages situated adjacent to Cwebe Nature Reserve (used interchangeably with 'the Nature Reserve') in South Africa. The aim was to understand the dynamics of the relationship between local communities and the Nature Reserve management, and to investigate how these factors contribute to territorial disputes and their consequences. Qualitative data was collected from women, youth, the elderly, and traditional authorities on one hand, and the management of the Nature Reserve on the other. The study found complex stakeholder relationships among stakeholders, with local communities frequently losing out in territorial disputes. This outcome is evident from the territorial disputes that arise over exclusion in decision-making, natural resource exploitation, and conservation policies within and around the Nature Reserve. The study recommends the implementation of a more inclusive conservation framework that acknowledges the perspectives of multiple stakeholders.
Copyright (c) 2024 James Donald Nyamahono https://creativecommons.org/licenses/by/4.0
The need for skills development among SMTEs in Mnquma Municipality, South Africa
This study aims to examine the impact of educational qualifications and skills development on the managerial competencies and performance of Small and Medium Tourism Enterprises (SMTEs) in Mnquma Municipality, Eastern Cape, South Africa. The research design employed in this study is descriptive, and a total of 64 SMTE owners and managers were selected through purposive sampling. The data collection process involved the use of self-adminis­tered questionnaires, which included items on demographic information and insights into training and skills development initiatives. The findings of the study indicate that 51.7% of the respondents hold a diploma or degree, while only 8.6% possess postgraduate qualifications, suggesting the existence of a potential gap in advanced managerial skills. A significant majority of the respondents (77.6%) agree that training workshops, seminars, and conferences are beneficial for enhancing managerial competencies. However, the study also reveals that there are barriers preventing access to these opportunities, as indicated by 22.4% of respondents who were undecided or disagreed on their value. Overall, the study emphasises the importance of tailored training programs that address the specific needs of SMTE managers in rural areas. Enhanced skills development is crucial for enhancing the operational efficiency and sustainability of SMTEs, thereby contributing to broader economic growth. In conclusion, investing in skills development initiatives can significantly enhance the performance and sustainability of SMTEs in Mnquma Municipality, thus fostering economic growth and development in the region. This study provides valuable insights for policymakers and stakeholders seeking to support the small business sector in rural areas.
Copyright (c) 2024 Siyabonga Mxunyelwa https://creativecommons.org/licenses/by/4.0