The lived educational experiences of Zimbabwean males who transition into English schools.

This study investigates the educational experiences of African Zimbabwean males as they moved to England, shedding light on a previously understudied aspect of educational migration during 2000-2020. At this time, many Zimbabwean males transitioned into English schools and experienced the changing dynamics from majority to minority. Understanding the significance of prior education becomes crucial. However, little attention has been devoted to the lived experiences of African Zimbabwean males within these two educational systems. Employing the counter-storytelling research design of Critical Race Theory, this study investigates the lived educational experiences of seven African Zimbabwean males selected through purposive sampling. The data collection process involved audio-recorded semi-structured interviews conducted between December 2019 and February 2020. The narrative analysis revealed these individuals' challenges in navigating academic expectations and social and cultural shifts upon their transition to English schools. The study emphasises the need to address educational disparities affecting racialised migrant students transitioning into English schools, especially from marginalised communities. This study fills a significant gap in the research by examining African Zimbabwean students' practical challenges and academic achievements within the English education system. The participants' stories reveal African Zimbabwean males' unique linguistic and academic identities, often overlooked within broader Black African classifications. The study also highlights how racial biases in England affect the educational potential of African Zimbabwean males. The research emphasises how race, class, and gender intersect to shape the educational path of African Zimbabwean males. It also highlights the challenges faced by immigrants from a colonised nation in the immigration process and the English education system. This emphasises the need for policy interventions to promote inclusivity and equal opportunities for all students, regardless of their background or migration status.