Abstract

In Zambia, research specifically examining the role of identity in rural school settings has been limited. Previous studies on rural children and schooling in Zambia have primarily focused on explaining low academic performance through geographical and socioeconomic disparities between rural and urban areas. Globally, substantial knowledge has been accumulated on identity formation processes among young people, supported by various theories from African studies and broader contexts that offer common insights across diverse settings. However, whether these existing theories accurately capture the realities of identity processes in rural Zambia remains an under-explored area of inquiry. My research addresses this gap by shifting its focus to investigate the psychosocial and cultural factors influencing how rural youths perceive and negotiate their identities. This study examines factors such as the rural context and livelihood, cultural values embedded within educational institutions, social expectations, and theories concerning ability and effort in relation to identity construction and capability development. A primary objective of this research is to understand how these factors impact academic achievement, self-esteem, agency, and inclusion among rural youth. To explore these issues comprehensively, the following questions guided the research:

1. How do rural children perceive their identities and position themselves amidst diverse societal contexts?

2. What factors contribute to shaping these perceptions and identities?

3. What methodologies are effective for studying identity within rural communities and schools, considering their unique socio-cultural contexts?

Author: Tililenji Phiri

Published in: World Congress on Education (2024)

  • Date of Conference: 26-28 August, 2024
  • DOI: 10.20533/WCE.2024.0023
  • Electronic ISBN: 978-1-913572-71-6
  • Conference Location: Churchill College, Cambridge, UK

0