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<p>This paper focuses on an alternative learning programme in rural Zimbabwe during COVID-19 school closures. While studies have focussed on learners’ experiences during the pandemic, few have considered how volunteers mediated and supported learning. This study did this through a ‘landscapes of practice’ framing, exploring what was important to community volunteers in the programme as they developed their practices and identities as educators in a crisis context. While imagined to be temporary, the model on which the study is based has been rolled out nationally to provide support to four million learners. Indeed, across the world, COVID-19 led to an increased recognition of the potential of more distributed models of education provision. Understanding the motivations and experiences of those working at the interface of new learning spaces and communities is essential. This study’s findings, therefore, have relevance for both crisis contexts and in support of alternative visions for education.</p>

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“I had to adjust my character so I was able to help”: how community volunteers in rural Zimbabwe developed as educators in a context of crisis and school closures

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月23日

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  • Alison Buckler,
  • Alison Twiner,
  • Tom Power

摘要

This paper focuses on an alternative learning programme in rural Zimbabwe during COVID-19 school closures. While studies have focussed on learners’ experiences during the pandemic, few have considered how volunteers mediated and supported learning. This study did this through a ‘landscapes of practice’ framing, exploring what was important to community volunteers in the programme as they developed their practices and identities as educators in a crisis context. While imagined to be temporary, the model on which the study is based has been rolled out nationally to provide support to four million learners. Indeed, across the world, COVID-19 led to an increased recognition of the potential of more distributed models of education provision. Understanding the motivations and experiences of those working at the interface of new learning spaces and communities is essential. This study’s findings, therefore, have relevance for both crisis contexts and in support of alternative visions for education.