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vol.74 issue3Social justice required: Youth at the margins, churches and social cohesion in South AfricaResearch as freedom: Using a continuum of interactive, participatory and emancipatory methods for addressing youth marginality author indexsubject indexarticles search
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HTS Theological Studies

On-line version ISSN 2072-8050
Print version ISSN 0259-9422

Abstract

MKWANANZI, Wadzanai F.  and  WILSON-STRYDOM, Merridy. Capabilities expansion for marginalised migrant youths in Johannesburg: The case of Albert Street School. Herv. teol. stud. [online]. 2018, vol.74, n.3, pp.1-10. ISSN 2072-8050.  http://dx.doi.org/10.4102/hts.v74i3.5041.

In this article, we used the capability approach as normative grounding to analyse a particular faith-based intervention targeting 'youth at the margins' - in this instance, marginalised migrant youths from Zimbabwe living in Johannesburg, South Africa. We used Albert Street School (AS School), run by Johannesburg's Central Methodist Church, as our case study to show how this faith-based organisation, through its focus on education, created not only spaces for marginalised youths to aspire towards a better life but also practical opportunities to convert their aspirations into action. Drawing on first-hand accounts of 12 Zimbabwean migrant youths who had completed schooling at AS School, as well as of representatives of both the school and the CMC, the article first sketches the Zimbabwe-South Africa migration context post 2000. A discussion then follows of AS School as a faith-based intervention which addresses the constrained capability for education amongst marginalised migrant youths.

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