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Rural teacher shortages and home-grown solutions: a Ugandan case study

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Arinaitwe, G ORCID: 0000-0001-9623-7042 and Corbett, M ORCID: 0000-0001-9617-4643 2022 , 'Rural teacher shortages and home-grown solutions: a Ugandan case study' , Australian and International Journal of Rural Education, vol. 32, no. 1 , pp. 18-32 , doi: 10.47381/aijre.v32i1.320.

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Abstract

This paper provides a case study of teacher retention in rural Uganda focussing on the importance of rural experience and cultural connections. We argue that this study illustrates how rural parents and teachers reciprocally influence each other, and that homegrown and culturally-similar rural teachers bridge parents with the school both linguistically and through engagement in common community and cultural practices. While this case study illustrates the uniqueness of a particularly understudied African context, we suggest that the phenomenon of attracting homegrown and culturally-similar teachers is a complex and socio-culturally specific practice that, if intentionally supported, holds potential benefits for hard-to-staff schools. This work suggests the value of international case studies of teacher retention in diverse contexts.

Item Type: Article
Authors/Creators:Arinaitwe, G and Corbett, M
Keywords: homegrown teachers, culturally-similar teachers, teacher retention, rural education
Journal or Publication Title: Australian and International Journal of Rural Education
Publisher: Society for the Provision of Education in Rural Australia
ISSN: 1839-7387
DOI / ID Number: 10.47381/aijre.v32i1.320
Copyright Information:

Copyright (c) 2022 Gilbert Arinaitwe, Michael Corbett Creative Commons License. This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License. (https://creativecommons.org/licenses/by/4.0/)

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