The geographies of slow learners in a government high school under Mliba zone in the Manzini Region of Swaziland.

Abstract

The focus of this study was to explore the geographies of slow learners in a government high school under Mliba zone in the Manzini region of Swaziland. The children’s geographies and new sociology of childhood studies was adopted. These theories were used in order to understand the space and place that is occupied by slow learner’s children at school. The aim of the study was to understand the experiences of slow learners and how they sail across in their daily lives within the school. A qualitative research methodology within the custom of a narrative inquiry was used for the study. Different methods of collecting information were used in this study and it includes the following: individual and focus group interviews with the use of a participatory learning activity, which is photo voice. Content and thematic analysis was used for data analysis. The study was conducted in a government school, with the focus on slow learners from form 1 to form 5.Three girls and three boys between the ages thirteen to nineteen years were selected to participate in the study. Purposive sampling was used for the study. The study found that slow learners were challenged within their navigation of spaces and places in the school. Findings revealed that slow learners were not understood, their state of being by teachers as well as their classmates, for there are normal children with no physical disability yet failing to cope with school work. The study recommended that teachers need to be work shopped on inclusion in order for them to be able to deal with every kind of learner especially the slow learners. There was also a need for the school to educate learners within the school to create a friendly culture amongst students.