The land reform process in Zimbabwe gave birth to a new type of school known as a satellite school, which emerged due to community requests (in areas populated by land reform beneficiaries) and an inability by government to adequately fund new schools that communities required. Various studies on the emergence of satellite schools have mainly focused on the challenges faced by satellite schools. This article explores nhimbe (“work party”) and allied reasons specifically amongst the land reform beneficiaries who provide a supporting role to a satellite school in their community. This paper offers a different perspective on satellite schools from the vantage point of the land reform beneficiaries who are choosing to fill an educational gap and simultaneously nurture the development of an educational asset which they built—the satellite school. Theoretically, social capital frameworks by James Coleman (1988) and Robert Putnam (2000) are utilised to understand the relationships forged and maintained between groups of people for a greater good, in this case the land reform beneficiaries’ construction and ongoing support of one selected satellite school. Although the study’s research design adopted a multiple case study approach, we use the case of a group of land reform beneficiaries in one district for this paper. The data were elicited through semi-structured interviews and focus group discussions held at one satellite school in the Masvingo district of Zimbabwe. The purposively selected participants comprised six land reform beneficiaries, two village heads and one satellite school head, making a total sample of nine participants. The study revealed that the land reform beneficiaries played a central role in the development and support of the satellite school in their community because of a marriage of interrelated reasons. These included the close proximity of their homesteads to each other which generated nhimbe, which further developed their relationships, their social networks, a sense of homage coupled with an indebtedness to the Mugabe government, shared community goals and social norms and the existing resource base (that they could access in their community). The study revealed that all these reasons for the land reform beneficiaries developing and supporting the satellite school feed off each other—they are not independent of each other. We conclude that the land reform beneficiaries have a sense of ownership of the satellite school in their community in Masvingo and they resultantly strive to use the available resources they are able to muster to develop the school so that it can be a valued asset to their community.

中文翻译：

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土地改革受益者的作用以及他们发展和支持津巴布韦马斯温戈卫星学校的原因：Nhimbe的社会资本婚姻及其相关原因

津巴布韦的土地改革进程催生了一种称为卫星学校的新型学校，这是由于社区要求（在土地改革受益人居住的地区）以及政府无力为社区所需的新学校提供足够资金而出现的。关于卫星学校出现的各种研究主要集中在卫星学校面临的挑战上。本文探讨了nhimbe（“工作小组”）及其相关原因，特别是在土地改革受益人中，他们为社区中的卫星学校提供了支持。本文从土地改革受益人的优势出发，对卫星学校提出了不同的看法，他们选择填补教育空白并同时培育他们建造的卫星学校教育资产的发展。从理论上讲，詹姆斯·科尔曼（James Coleman，1988）和罗伯特·普特南（Robert Putnam，2000）的社会资本框架被用来理解人与人之间建立和维持的关系，以谋求更大的利益，在这种情况下，土地改革受益人的建设和对某一选定人的持续支持卫星学校。尽管该研究的研究设计采用了多案例研究方法，但本文还是以一个地区一组土地改革受益人为例。这些数据是通过在津巴布韦马斯温戈区的一所卫星学校进行的半结构化访谈和焦点小组讨论得出的。这些有目的的参与者包括六名土地改革受益人，两名村长和一名卫星学校负责人，总共抽取了九名参与者。研究表明，由于一系列相互关联的原因，土地改革受益人在社区卫星学校的发展和支持中发挥了核心作用。这些包括他们的家园彼此之间的近距离产生了nhimbe，进一步发展了他们的关系，他们的社交网络，一种敬意感以及对Mugabe政府的欠债，共同的社区目标和社会规范以及现有的资源基础（他们可以在自己的社区中访问）。该研究表明，土地改革受益人发展和支持卫星学校的所有这些理由相互取长补短-它们彼此之间并不独立。