Access to Education Through ODEL: Evaluating the Paradox of Inclusion and Exclusion among Marginalised Women and Subalterns

Abigirl Lumbe & Mercy Kurebwa
Zimbabwe Open University
Email: lumbea@zou.ac.zw/ kurebwam@zou.ac.zw

Abstract: The study delves into the paradox of inclusion and exclusion in Open and Distance e-Learning (ODEL) for marginalized women and subalterns. Grounded in Social Inclusion Theory, it sought to illuminate the myriad challenges these groups face in accessing ODEL. The research underscores the vital importance of addressing social, economic, and cultural barriers that hinder inclusivity in educational opportunities. Utilizing qualitative methods, the study involved in-depth interviews with 20 women selected through purposive and snowball sampling techniques. Content analysis was also performed on admission records and registration statistics of active students and dropouts. The thematic analysis employed revealed various significant barriers to participation in ODEL. Key challenges identified included limited access to technology and socio-economic constraints. Lack of supportive services that restrict the ability to engage in ODEL, such as mentorship and technical assistance, further exacerbates the exclusion of marginalized populations. Despite these obstacles, the research highlights the transformative potential of ODEL to expand educational access for disadvantaged groups if only these obstacles could be addressed. However, the study fully acknowledges the persistent challenges marginalised groups face in ODEL. Recommendations offered by the study focus on strategic interventions to enhance inclusivity in ODEL programmes, ensuring fulfillment of Sustainable Development Goals 4 (Quality Education, 5 (Gender Equality), and 10 (reduced inequality). By shedding light on the real and lived experiences of marginalized women in the context of ODEL, this research provides actionable insights for policymakers, educators, and practitioners. The aim is to foster the creation of more equitable ODEL programmes that contribute to a fairer educational landscape, ultimately empowering subaltern voices and facilitating their access to quality education. This inclusive approach is essential for promoting social justice and equality in educational opportunities for all.