| Popis: |
Second-generation migrant children have difficulties in accessing education in rural areas. This chapter considers the intersection of migration and education in rural contexts in South Africa, often an under-researched area. The research adopted a qualitative approach paradigm. Ten semi-structured, child-centred interviews and two focus group discussions were conducted with ten migrant children and their caregivers in Hluvukani village, rural Bushbuckridge, South Africa. Through a Rational approach, this chapter discovered that second-generation Mozambican migrant children aged from 13-18 years strongly value education access. Some of the challenges experienced result from a lack of identity documentation, experiences of xenophobia, discrimination and social exclusion. This chapter argues that, despite the multiple vulnerabilities, migrant children are not passive recipients. Instead, they are capable beings who sometimes act against various challenges by employing direct, proxy or collective agency. |
