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Rural teacher shortages and home-grown solutions: a Ugandan case study

Citation

Arinaitwe, G and Corbett, M, Rural teacher shortages and home-grown solutions: a Ugandan case study, Australian and International Journal of Rural Education, 32, (1) pp. 18-32. ISSN 1839-7387 (2022) [Refereed Article]


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DOI: doi:10.47381/aijre.v32i1.320

Abstract

This paper provides a case study of teacher retention in rural Uganda focussing on the importance of rural experience and cultural connections. We argue that this study illustrates how rural parents and teachers reciprocally influence each other, and that homegrown and culturally-similar rural teachers bridge parents with the school both linguistically and through engagement in common community and cultural practices. While this case study illustrates the uniqueness of a particularly understudied African context, we suggest that the phenomenon of attracting homegrown and culturally-similar teachers is a complex and socio-culturally specific practice that, if intentionally supported, holds potential benefits for hard-to-staff schools. This work suggests the value of international case studies of teacher retention in diverse contexts.

Item Details

Item Type:Refereed Article
Keywords:homegrown teachers, culturally-similar teachers, teacher retention, rural education
Research Division:Education
Research Group:Education policy, sociology and philosophy
Research Field:Education policy
Objective Division:Culture and Society
Objective Group:Heritage
Objective Field:Assessment of heritage value
UTAS Author:Arinaitwe, G (Dr Gilbert Arinaitwe)
UTAS Author:Corbett, M (Professor Michael Corbett)
ID Code:151056
Year Published:2022
Deposited By:Education
Deposited On:2022-07-14
Last Modified:2022-07-18
Downloads:0

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