This paper proposes a dynamic conceptual framework – the edu-workscape – for understanding how rural children in sub-Saharan Africa navigate three key gendered social arenas: the household, school and workplaces.
Focusing on school, in particular, the paper highlights the violence, harm and labour that occur there, and argues that learning, work and harm co-exist across all three institutional domains, and in context, and should therefore be considered holistically.
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