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In recent years research has tried to address factors that influence the African childs educational achievement. This book is a thick layer to the existing debate. Literacy and learning practices of children at home and school in rural Zimbabwe reveal some of these reasons. Critical and auto-ethnographic methodologies are employed to gain insight into the lives of rural communities in order to identify the underlying causes of poor educational achievement. Application of a number of theoretical perspectives expose underlying negative coercive relations of power in the community,...