Abstract: Within the ever-expanding global literature on primary school enrolment, studies integrating socio-cultural perceptions of agriculture as determining factors are rare or non-existent. An inclusive discussion of this topic has revealed the necessity to extend research to primary school enrolment in rural regions. This study sought to investigate the impact of socio-cultural perceptions of agriculture on primary school enrolment in rural areas of Vo prefecture, Togo. The study adopted a purely qualitative approach, employing phenomenological research design, guided by cultural capital theory. Primary data were collected through interviews involving 27 members of farming households, and four focus group discussions with community leaders. The purposive sampling techniques were deployed. The iterative process of data collection and analysis were conducted until data saturation, utilizing QDA Miner Lite software for thematic analysis. Results indicated that agriculture is a stable linchpin for livelihoods and local traditions link it to cultural requirement for household leadership. Moreover, agriculture, not only nurtures cultural identity, but also serves as a source of immediate income due to its tangible benefits. The findings revealed that these socio-cultural perceptions are ingrained among uneducated, elderly, and followers of traditional religions, and their influences persist in parental decisions regarding children’s school enrolment. However, those with some education and alternative income challenge these views, emphasizing the importance of education. Aligning educational policies with cultural values, the study’s findings may profit farmers, children, government agencies, and educational institutions. The results may be extended beyond academic circles, contributing to the broader body of knowledge.

Abstract: This study explores the sociocultural construction of male identities in informal spaces in learning institutions. Focus is placed on spaces such as boys’ toilets in secondary boarding schools in Gutu District of Zimbabwe. Considering the central purpose of graffiti as communication, this study has discussed graffiti as an important object of sociocultural theory. The study is purely qualitative and has adopted a phenomenological design that is interpretive in nature. Purposive sampling was very helpful in selecting the seven secondary boarding schools in Gutu District as information-rich cases while random sampling was used to determine participants. Group and individual interviews were carried out for data collection. Those interviews were guided by semi-structured open-ended questions which were audio-recorded in some cases. Verbatim data was immediately transcribed after the interviews together with the researcher’s observations. A digital camera was also used to capture some graffiti texts on the walls. Data analysis followed the Van Kaam 7-steps of data analysis. The findings of this study indicate that boys in secondary boarding schools appropriate the medium of graffiti to build masculine ‘virtues’ and ‘ideals’ in an open engagement with issues and questions concerning their sexuality in the toilet. The findings might be interesting not only to secondary boarding students, educators, administrators, teachers, and parents in Zimbabwe but also to a wider audience in different societies in the world. It can be recommended that students’ graffiti should be studied because there is something that students are communicating.