Disruptive Behavior and Vulnerability in Zimbabwean Rural Ecologies: Sustainable-Transformative Approach

Learners’ vulnerability perpetrated by unruly behavior has remained a source of worry for both the community and school systems for many years, since it is representative of failure to successfully implement the SDGs, particularly in rural learning ecologies and communities at large. Due to disruptions, learners are exposed to vulnerable circumstances which adversely affect the stakeholders, thereby interfering with teaching and learning. To address and mitigate disruptive learner behavior and vulnerability, this chapter aims to develop diverse strategies to meet the needs of all stakeholders who are concerned with education for sustainable learning. Framed within the Ubuntu theory, this study engaged with potential strategies to mitigate disruptive or unruly behavior and vulnerability, thereby enhancing the implementation of SDG4, particularly targeting outcomes 1 and 7, which advocate universal, primary, and secondary education, together with education for sustainable development and global citizenship. This chapter is significant for collaboration and relationship-building as the major strategies to mitigate both unruly behavior and learner vulnerability, hence the enhancement of teaching and learning for all learners. In this empirical chapter, Participatory Action Research (PAR) design and an emancipatory qualitative approach are adopted to generate data through reflective diaries and focus group discussion with learners, teachers, and parents, in hourly sessions. Critical discourse analysis is used as the data analysis technique. The findings suggest that the community is responsible for the successful implementation of the SDGs within their local settings. This chapter concludes that to enhance education for sustainable development in rural learning ecologies, teaching and learning practices should be transformed.