Final Report 5
Gladson's paper
SHU Faculty Research Conference
USING MARX AS A SPRINGBOARD, LOOKING AT THE SOCIAL, ECONOMIC AND POLITICAL FACTORS WHICH HAVE INFLUENCED MY PHD JOURNEY
On the 20th of February 2009 I participated at a workshop whose central focus involved the use of digital videos to facilitate reflectivity on doctoral research journey. On this day, I was introduced for the first time to the basic skills in the use of digital video. The workshop was very interactive and practical in nature. Apart from developing basic skills in the use of digital videos, I found the workshop very rewarding in a number of ways. I benefitted a lot from the experiences of my colleagues, listening and watching their video narratives presented an excellent learning opportunity. For instance, in one way or another, I believe my presentation skills will never be the same again after learning a few new techniques from my colleagues. Watching my own video and listening to my own voice was very stimulating and also encouraged me to engage in my own appraisal (self-critique). After watching my video, for example, I realised that I talk too slowly and this can be a disadvantage when I find myself in situations where I have to discuss many issues within a limited time scale…the viva! No doubt I have got to improve in this area. On the other hand, it generated a great feeling to be on the cutting edge of technology. I appreciated that video narratives can be a very useful and exciting way to reflect on your research journey. For a change people can watch and listen to your story rather than read a passive text. I will share the video narrative by creating and placing it on my blog! This workshop precipitated the subsequent thinking and writing about my research journey. Following below is a transcribed version of the video narrative about my doctoral research journey.
INTRODUCTION
Men make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly encountered, given and transmitted from the past (Karl Marx, 1969 {1845},p.389).
The above comment by Karl Marx is further energised by Pat Sikes (Unpublished paper) when she posits that “…lives are not [and] cannot be, lived in isolation either from other people or from social, cultural, historical and natural events, movements, trends and values in the world at large”. As I reflect on one aspect of my life experience, that is, the doctoral research journey, I realise that what Karl Marx said long back sometime in the mid 19th Century still holds water in today’s world in general and in my own life in particular. In this paper I intend to tell a story about my research journey. An attempt will be made to locate the story within its historical context. It is my fervent hope that as you read the story you will be able to identify the social, economic and political factors that have inevitably impacted on my journey at different stages and in different ways.
HOW IT STARTED
I was born and brought up in Zimbabwe. I am a second born child in a working class family of eight children in total, four boys and four girls. My father worked as a motor mechanic from an early age of his life until he retired in the late 1990s. He did not have any formal training for the job and as a result although he worked for big transport companies he did not earn much. He, however, strongly believed that educating his children was the right thing to do for a better future. He used to tell us how he struggled in life after his own father left him as a young boy going to SA in search of greener pastures and only came back thirty-five years later. He always lamented about his failure to go to school and he made it clear that he did not want to see anyone of us going down the same lane. He was a victim of circumstances, when his father left for SA no one among his relatives was prepared to pay for his education. He constantly encouraged us to work hard at school for a better future. Despite his meagre salaries he sacrificed to send us to school and I always give him credit for that. My mum, an intelligent woman of her time only managed to spend a few years in primary school education. Her parents could not afford to send all their children to school and it was common practice those days to prioritise the education of boy children at the expense of girls.
While I would have wanted to go to some of the best schools in the country, this remained a pipe dream because of the realities around me. Due to serious financial constraints my parents could only afford to send us (including my brothers and sisters) to public day schools in the high density suburb where we lived in Harare. It was difficult to get everything you would want to have as a young child. The parents worked hard to provide the barest minimum to ensure that we go to school, have food, clothes and shelter. I recall that sometimes we had to be sent back home from school for failing to pay school fees on time. In some cases we went to school with no uniform at all and under such circumstances one would feel very uncomfortable among other students. It was very difficult, my parents were not happy to see us go through all this but due to limited resources at their disposal they could hardly do anything. To my brothers, sisters and myself, these difficult circumstances served as a great source of inspiration to work hard at school. Fortunately we all did very well at school. I remember with great joy that when I sat for the GCSEs in 1990 I was the second best student in the school where more than 600 students participated in the exams.
THE POWER OF PEER PRESSURE
After completing GCSE I started dreaming of going to study abroad. I knew for certain that this was not easy at all but I just purposed to do my best at school and see how far I would go. I got a place for A level studies and I decided to study sciences. Little did I know that one day I could find myself doing a PhD in science education! I wanted to do Mathematics, Physics and Chemistry (MPC) a combination that was popularly known as the “Most Prestigious Combination”, however, the school head just decided to put me in the other group which was meant to study Maths, Biology and Chemistry (MBC), students branded this as the “Most Boring Combination”. That day I walked out of the head teacher‘s office with a sullen face. Funny enough biology became my most favourite subject and I ended up studying it at University for my undergraduate degree. Interestingly enough, when I started A. level most of my friends were aiming to join the local University for undergraduate studies and I ended up singing the same song. I shelved the idea of studying abroad and I was now enthusiastically looking forward to joining the Faculty of Veterinary Sciences at the University of Zimbabwe in 1993. My new dream to join the local university was, however, frustrated after failing to get the number of points set as an entry requirement. There were only two public Universities in the country that time and the programme was only available at one of the two Universities, and so places were very limited and awarded on a very competitive basis.
GLADSON FLIES TO CUBA
‘As one door closes another one opens’. After failing to enrol at the local University I managed to get a Zimbabwean government scholarship to go to Cuba and train as a science teacher. I was excited about this; my long time dream to study abroad was now a reality. One could ask this question, why Cuba of all the countries? A look at some historical facts can help to understand this. When Zimbabwe attained its political independence in 1980, the new government espoused a socialist political ideology and as a result it was easy to become an ally of Cuba. In line with the tenets of Socialism, education was made a basic human right. This was followed by an unprecedented expansion of the formal education system. More schools were built throughout the country. An emphasis was placed on the teaching of science for it was generally accepted that science and technology were important for any meaningful social and economic development of the country. Science was, therefore, made part of the core curriculum for both primary and secondary education in the country. One of the major problems that were supposed to be overcome to enable the effective teaching of science to become a reality in the newly established schools was the provision of qualified science teachers. Several steps were taken to supply the large number of teachers needed. One of these was the setting up of programmes such as the Zimbabwe-Cuba Teacher Training Programme which saw several groups of students being sent to Cuba to train as science teachers in the different science disciplines including Biology, Chemistry, Geography, Mathematics and Physics.
I went to Cuba in 1993 and graduated with a first class Bachelor of Science Education degree in the specialty of Biology in July 1998.While in Cuba, I developed strong interest in teaching. I enjoyed and found satisfying the experiences I had working with students. However, deep inside me I felt that if at all I was to make teaching a life career then I needed to teach at higher and more challenging levels. I remember talking to one of the Zimbabwean lecturers who was teaching us professional foundation courses during my first year about the possibilities of becoming a lecturer at one of the colleges in Zimbabwe. I was encouraged to learn that with a first degree it was possible to teach at any teacher training college in Zimbabwe as long as one has at least two years teaching experience in schools. From that day I got so determined to pass with flying colours at University to ensure that my results would not become a stumbling block when I compete for a lecturing position. I must have admired some of my lecturers in Cuba. My social life was very limited as I sought to prepare myself adequately for future challenges. Maybe this explains why I cannot dance salsa despite having spent five years in the motherland of this popular dance!
BACK FROM CUBA!
After acquiring my first degree I thought I was going to find it easier to teach at one of the best schools in Zimbabwe. However, reality works differently. Upon arrival in Zimbabwe I was first of all disappointed to hear that all schools in Harare, where I wanted to work, were filled up and as a result I was to go elsewhere. It never rains but it pours! I cannot describe how I felt when I was deployed in an unfamiliar province, at a small rural secondary school. It was unbelievable. All my plans suffered a big blow. I had more questions than answers regarding my situation. Despite having graduated with a first class degree I found myself teaching the lowest level students at an “unknown” rural school with no electricity, no science lab, no efficient transport (there was only one bus that passed near the school, if it did not operate for any reason we had to walk for more than 10km to get to the nearest bus stop. We used to do this especially on pay days!), and above all in a very hostile community. Teachers were natural enemies in the community because of the differences in social and economic status. I was angry with the system for its failure to recognise merit because some students I knew who had very weak passes were placed at very good schools especially those who had good connections. Being the highest qualified member of staff in our department (Science and Mathematics), I was immediately appointed as the Head of Department. This was not good enough for me; it was an unpaid position which just resulted in increased responsibilities. I was disgruntled and the professional discontent led to my resignation from the Ministry of Education in December 1999 after I was offered a job as a lecturer at a newly established University in the central town of the province. It meant I was now going to live and work in an urban environment and doing something more challenging and better paying that I had always anticipated.
I became a lecturer in January 2000 teaching research methods and Spanish language. I was very happy with my new job, however, the happiness was short lived. The institute was closed down by the National Council of Higher Education (NCHE) on technical grounds a few months after joining them. My colleagues who had higher degrees immediately joined other Universities and I found myself rejoining the Ministry of Education as a Science teacher. I was given yet another rural school. I reluctantly took up the job, I had no option. I was a newly married young man and my wife whom I met while studying in Cuba, was working in another province and was expecting. I needed money to be able to travel to see her from time to time and also to prepare for the new baby among other family responsibilities.
TURNING DISAPPOINTMENTS INTO OPPORTUNITIES
This incident, that is, the closure of the University and the subsequent rejoining of the Ministry of education as a teacher, inspired me to pursue further studies. I appreciated how difficult it was to move upwards and became increasingly convinced that acquiring a higher degree would make it possible to get out of the “jungle”. During the course of the year, the University of Zimbabwe advertised a few postgraduate courses for the next academic year. I applied for a one year Post Graduate Diploma in Education in Curriculum Studies which serves as a bridging course for someone who would then want to do a master ´s degree in the same field. Fortunately I was accepted on the programme. I got a study leave on condition that I would be bonded for an equivalent period by the Ministry of Education upon completion of the course. My salary was to be reduced by 25% during the full year of study. I was to pay for both my studies and accommodation. My wife encouraged me to take the course and we made adjustments to live within the limits of the new income status. I worked with a clear vision and managed to be awarded a University of Zimbabwe book prize for being the best student in my year group. After this, I went to teach for a year to fulfil the agreement I had made with the Ministry of Education. During that year I applied for a place to do a Master ´s degree. I was determined to embrace change in my professional life. Fortunately, I was admitted on a two year programme commencing in January 2003. This time the conditions were tougher, I was to get half salary throughout the study period, pay for my studies and find my own accommodation. For the second time we (my wife and I) had to make another huge sacrifice. We believed that although it was going to be difficult for us as a family from a financial point of view, it was necessary to go for it for in due season we would reap the fruits of the sacrifice. Becoming a University lecturer is a prestigious achievement and on the other hand it pays more than double what one would get as a school teacher! It was worthwhile to endure the hardships.
GLADSON BECOMES A UNIVERSITY LECTURER!
I embarked on the Master ´s degree in 2003 and worked with great enthusiasm. During the second year of my studies, I got a job as a part time lecturer at one private University in Harare called Women‘s University in Africa. I taught research methods and statistics to students from different Faculties including Social Sciences, Agriculture and Reproductive Health and Family Sciences. I enjoyed my job and I became very popular with my students. The employers were impressed and as soon as I completed my master ´s degree they offered me a full time job as a lecturer in the Faculty of Reproductive Health and Family Sciences. At long last, I was now living my dream. I was happy to see myself as a lecturer and my family celebrated the achievement with a sense of pride.
During my first year at University I was very active, teaching various courses, supervising student research projects and participating in collaborative research, among other things. With the passage of time the excitement gradually dwindled away. Apart from the terrible economic woes in the country which made our salaries useless, not matching the sky rocketing prices of goods and commodities, from a professional point of view I began to realise that a Master ´s degree was not enough for me to fully enjoy my job as a lecturer at University. As staff members I realised that we were not being treated equally, those with PhDs were highly regarded both within and outside the University settings. For instance, I noticed that during staff meetings whatever they said received better attention compared to our contributions. No matter how good I was as a lecturer in research, I would never get the opportunity to coordinate any of the well funded external research projects. This was a preserve of those with PhDs or higher qualifications. I wished I had a PhD! Much as I would have wanted to do a PhD course with the local Universities it proved difficult if not impossible due to lack of funding opportunities. My only hope was to explore opportunities abroad.