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 issue84Crises and disruptions: Educational reflections, (re)imaginings, and (re)vitalizationEducation lecturers' perceptions of organising systematic online teaching and learning during COVID-19 pandemic conditions in 2020 at two selected universities in South Africa author indexsubject indexarticles search
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Journal of Education (University of KwaZulu-Natal)

On-line version ISSN 2520-9868
Print version ISSN 0259-479X

Abstract

PILLAY, Ansurie et al. African female university students' experiences of online education at home during the COVID-19 pandemic. Journal of Education [online]. 2021, n.84, pp.31-47. ISSN 2520-9868.  http://dx.doi.org/10.17159/2520-9868/i84a02.

The purpose of the study on which this paper is based was to explore how self-identified female African university students understand the influence of their home environments on their experiences of online education. The study took place during the COVID-19 pandemic when universities in South Africa and elsewhere introduced online teaching and learning. Using a qualitative approach to a single case study design within a critical feminist paradigm, we carried out an inductive thematic analysis of the data from seven in-depth, open-ended questionnaires and metaphors. We found that home environments play an important role in the education of female African students, particularly in a context characterised by gender inequalities exacerbated by inequities in material resources. However, a sense of agency, displayed by some participants, indicated their determination to rise above the many forms of marginalisation and discrimination they experienced.

Keywords : gender inequalities; online teaching and learning; material inequities; home environments; COVID-19 pandemic.

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