Reframing Parental Involvement: A Non-Deficit Perspective in Rural South African Mathematics Education

Artigo2026

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Resumo

Background/purpose. The main problem addressed in this study is the persistent deficit framing of rural parents in South Africa as uninvolved or incapable of contributing meaningfully to their children's mathematics education. This research was conducted to challenge such assumptions and to explore how rural parents actively participate in mathematics learning despite socio-economic and educational constraints. The primary purpose of the study was to critically examine the nature and experiences of parental involvement in mathematics education in rural schools, highlighting the diverse, contextually grounded ways in which parents support their children and advocating for more inclusive and responsive educational practices. Materials/methods. The main method used in this research was a qualitative approach, specifically employing semi-structured interviews to gather in-depth insights from rural parents about their involvement in their children's mathematics education. This method allowed participants to freely express their experiences, strategies, and perceptions, enabling the researcher to capture rich, nuanced data that reflects the contextual realities and diverse forms of parental engagement in rural South African schools. Results. The main findings of the study reveal that rural parents in South Africa are actively and meaningfully involved in their children’s mathematics education through diverse, context-specific practices. Despite limited formal education and systemic barriers, parents support learning by assisting with homework, revising topics independently, engaging with teachers, and mobilising community resources—demonstrating agency, commitment, and a deep understanding of the value of mathematics education. Conclusion. The implications of this study highlight the urgent need to reconceptualise parental involvement in mathematics education, particularly within rural South African contexts.

Dados da obra

Tipo: Artigo
Periódico: Educational Process: International Journal, v. 24, n. 1, p. e2026090
Editora: ÜNİVERSİTEPARK Limited
Ano: 2026 (2026-06)
Idioma: en
Palavras-chave: academic achievement; learning; parental involvement; rural education; mathematics education
DOI: 10.22521/edupij.2026.24.90
ISSN: 2147-0901, 2564-8020
Acesso: Metadados apenas
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MBHIZA, Hlamulo Wiseman. Reframing Parental Involvement: A Non-Deficit Perspective in Rural South African Mathematics Education. Educational Process: International Journal, v. 24, n. 1, p. e2026090, 2026. DOI: https://doi.org/10.22521/edupij.2026.24.90.

APA

Mbhiza, H. W. (2026). Reframing Parental Involvement: A Non-Deficit Perspective in Rural South African Mathematics Education. Educational Process: International Journal, 24(1), e2026090. https://doi.org/10.22521/edupij.2026.24.90

BibTeX

@article{mbhiza2026,
  author = {Mbhiza, Hlamulo Wiseman},
  title = {Reframing Parental Involvement: A Non-Deficit Perspective in Rural South African Mathematics Education},
  year = {2026},
  journal = {Educational Process: International Journal},
  volume = {24},
  number = {1},
  pages = {e2026090},
  publisher = {ÜNİVERSİTEPARK Limited},
  doi = {10.22521/edupij.2026.24.90},
  language = {en}
}

RIS

TY  - JOUR
AU  - Mbhiza, Hlamulo Wiseman
TI  - Reframing Parental Involvement: A Non-Deficit Perspective in Rural South African Mathematics Education
PY  - 2026
JO  - Educational Process: International Journal
VL  - 24
IS  - 1
SP  - e2026090
DO  - 10.22521/edupij.2026.24.90
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS