An analysis of the asset-based community development approach to early childhood development interventions in Grahamstown township pre-schools: a case study of the Centre for Social Development and Rhodes University Community Engagement
- Authors: Maponya, Mapula
- Date: 2018
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/63670 , vital:28469
- Description: Is the glass half-full or half-empty? The purpose of this research was to show how Centre for Social Development and Rhodes University Community Engagement applies the Asset-Based Community Development approach in ECD interventions in Grahamstown township pre-schools. The subsidiary goals of the research were to highlight the challenges in the Early Childhood Development sector in Gahamstown, find out how the approach contributes to empowerment, participation and sustainability, and analyse the challenges that CSD and RUCE face in applying the approach and the relationship between the two organisations. The case study focused on the Centre for Social Development (CSD) and Rhodes University Community Engagement (RUCE). These two cases established projects that aim to improve Grahamstown township pre-schools. The apartheid system created a childhood of adversity for black children including inadequate access to social services, quality nutrition, health care and education. Black children in rural areas and townships faced tremendous obstacles in terms of access to quality ECD centres due to poverty and lack of adequate resources. In Grahamstown, various problems such as unemployment, poverty and restrictive apartheid regulations created a need for ECD interventions. Both organisations applied the Asset-Based Community Development approach to improve ECD in Grahamstown. The asset-based approach was created as a response to the impact of the needs-based approach. The needs- based approach focuses on deficiencies that exist in a community and uses outside experts and resources to address the deficiencies. The needs-based approach builds communities from the outside in, further disempowers community members and creates an environment of dependency. The asset-based approach on the other hand, was created to change the legacy of dependency by focusing on capacity building. A capacity-focused paradigm recognizes the gifts, skills and talents of community members. This approach is bottom- up beginning with what is available in the community and building on that. The approach aims to empower people, create a positive outlook on circumstances, and encourages organisations to work together with community members in community development projects. To achieve the main and subsidiary goals of the research, qualitative research was conducted using the case study method. In pursuing the objective of the thesis, I conducted research among ECD practitioners, student volunteers and staff from CSD and RUCE. Based on the findings it is clear that the application of the Asset-Based approach has a positive impact on ECD practitioners, children at the pre-schools and student volunteers. Through the application of the ABCD approach, ECD practitioners became proactive and took the driving seat in the development process. The ECD practitioners built strong relationships with community members and outside organisations. They have improved their skills and qualifications, and are on their way to restoring their agency, finding their voice and achieving independence. This has a positive impact on children at the pre-schools as they receive quality education and care. There are various challenges and contradictions in the application of the approach but the ECD practitioners view the communities in which they operate as half-full and not half-empty
- Full Text:
- Date Issued: 2018
- Authors: Maponya, Mapula
- Date: 2018
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/63670 , vital:28469
- Description: Is the glass half-full or half-empty? The purpose of this research was to show how Centre for Social Development and Rhodes University Community Engagement applies the Asset-Based Community Development approach in ECD interventions in Grahamstown township pre-schools. The subsidiary goals of the research were to highlight the challenges in the Early Childhood Development sector in Gahamstown, find out how the approach contributes to empowerment, participation and sustainability, and analyse the challenges that CSD and RUCE face in applying the approach and the relationship between the two organisations. The case study focused on the Centre for Social Development (CSD) and Rhodes University Community Engagement (RUCE). These two cases established projects that aim to improve Grahamstown township pre-schools. The apartheid system created a childhood of adversity for black children including inadequate access to social services, quality nutrition, health care and education. Black children in rural areas and townships faced tremendous obstacles in terms of access to quality ECD centres due to poverty and lack of adequate resources. In Grahamstown, various problems such as unemployment, poverty and restrictive apartheid regulations created a need for ECD interventions. Both organisations applied the Asset-Based Community Development approach to improve ECD in Grahamstown. The asset-based approach was created as a response to the impact of the needs-based approach. The needs- based approach focuses on deficiencies that exist in a community and uses outside experts and resources to address the deficiencies. The needs-based approach builds communities from the outside in, further disempowers community members and creates an environment of dependency. The asset-based approach on the other hand, was created to change the legacy of dependency by focusing on capacity building. A capacity-focused paradigm recognizes the gifts, skills and talents of community members. This approach is bottom- up beginning with what is available in the community and building on that. The approach aims to empower people, create a positive outlook on circumstances, and encourages organisations to work together with community members in community development projects. To achieve the main and subsidiary goals of the research, qualitative research was conducted using the case study method. In pursuing the objective of the thesis, I conducted research among ECD practitioners, student volunteers and staff from CSD and RUCE. Based on the findings it is clear that the application of the Asset-Based approach has a positive impact on ECD practitioners, children at the pre-schools and student volunteers. Through the application of the ABCD approach, ECD practitioners became proactive and took the driving seat in the development process. The ECD practitioners built strong relationships with community members and outside organisations. They have improved their skills and qualifications, and are on their way to restoring their agency, finding their voice and achieving independence. This has a positive impact on children at the pre-schools as they receive quality education and care. There are various challenges and contradictions in the application of the approach but the ECD practitioners view the communities in which they operate as half-full and not half-empty
- Full Text:
- Date Issued: 2018
An investigation into how a guided learner leadership programme can foster authentic leadership in a boys’ boarding school environment
- Authors: Cuyler, Craig
- Date: 2018
- Subjects: Educational leadership -- South Africa Boarding schools -- South Africa Boys -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61756 , vital:28055
- Description: This study is located within the field of Educational Leadership and Management and the research was undertaken in a boys’ private boarding school in Grahamstown, South Africa. Learner Leadership within the ELM field of study, has gained much interest in recent times and as the process of democratisation within schools continues to take place, it is important that research efforts be more focused in this area. The lack of learner voice initiatives within South African schools, in spite of policies being in place that encourage it, has created the impression that learner leadership is far more about rhetoric than actual practice. This appears to be the case in private education as well, owing to practices that are reliant on hierarchy and tradition to cement their position within these schools. It was with this in mind that a formative peer mentoring intervention was put in place in a boarding house at St Andrew’s College, a private boys’ school in Grahamstown, South Africa, with the object of developing authentic leadership in a boarding house context. This study was framed by Cultural Historical Activity Theory and sought to investigate how a guided learner leadership programme could foster authentic leadership in a boys’ boarding school context. The intervention consisted of three phases: 1) a pre-intervention questionnaire; 2) a Mentoring Course, during which Grade 12 learners were trained how to be mentors; and 3) a Mentoring Programme, during which Grade 12 learners were each allocated a Grade 8 learner to mentor during the course of the year. Data was collected during all three phases of the intervention and said data was obtained via questionnaires, interviews and from notes kept in an observation journal. The data was analysed inductively and later by using Cultural Historical Activity Theory, which acted as a lens through which data was interpreted. The findings reflected that learners responded well to the Mentoring Course and that they participated as active agents of change. It was during the Mentoring Programme, where contradictions became apparent and where the default to practices associated with hierarchy and tradition became evident. The Mentoring Programme did reflect some positive results, such as learners taking more ownership of the Programme and becoming critical of their own practice as mentors. This led to the further take-up of the Mentoring Programme in other boarding houses at St Andrew’s College after the intervention, and the course continues to grow and improve. My recommendations include that broader research be undertaken generally, to understand the role that tradition and hierarchy play, particularly in private schools, so that more authentic learner leadership can be put in place, and to conduct a longitudinal study to establish the success of the Mentoring Programme at St Andrew’s College specifically, over time.
- Full Text:
- Date Issued: 2018
- Authors: Cuyler, Craig
- Date: 2018
- Subjects: Educational leadership -- South Africa Boarding schools -- South Africa Boys -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61756 , vital:28055
- Description: This study is located within the field of Educational Leadership and Management and the research was undertaken in a boys’ private boarding school in Grahamstown, South Africa. Learner Leadership within the ELM field of study, has gained much interest in recent times and as the process of democratisation within schools continues to take place, it is important that research efforts be more focused in this area. The lack of learner voice initiatives within South African schools, in spite of policies being in place that encourage it, has created the impression that learner leadership is far more about rhetoric than actual practice. This appears to be the case in private education as well, owing to practices that are reliant on hierarchy and tradition to cement their position within these schools. It was with this in mind that a formative peer mentoring intervention was put in place in a boarding house at St Andrew’s College, a private boys’ school in Grahamstown, South Africa, with the object of developing authentic leadership in a boarding house context. This study was framed by Cultural Historical Activity Theory and sought to investigate how a guided learner leadership programme could foster authentic leadership in a boys’ boarding school context. The intervention consisted of three phases: 1) a pre-intervention questionnaire; 2) a Mentoring Course, during which Grade 12 learners were trained how to be mentors; and 3) a Mentoring Programme, during which Grade 12 learners were each allocated a Grade 8 learner to mentor during the course of the year. Data was collected during all three phases of the intervention and said data was obtained via questionnaires, interviews and from notes kept in an observation journal. The data was analysed inductively and later by using Cultural Historical Activity Theory, which acted as a lens through which data was interpreted. The findings reflected that learners responded well to the Mentoring Course and that they participated as active agents of change. It was during the Mentoring Programme, where contradictions became apparent and where the default to practices associated with hierarchy and tradition became evident. The Mentoring Programme did reflect some positive results, such as learners taking more ownership of the Programme and becoming critical of their own practice as mentors. This led to the further take-up of the Mentoring Programme in other boarding houses at St Andrew’s College after the intervention, and the course continues to grow and improve. My recommendations include that broader research be undertaken generally, to understand the role that tradition and hierarchy play, particularly in private schools, so that more authentic learner leadership can be put in place, and to conduct a longitudinal study to establish the success of the Mentoring Programme at St Andrew’s College specifically, over time.
- Full Text:
- Date Issued: 2018
The subjective experience of resilience among divorced african women in Cradock, Eastern Cape, South Africa
- Authors: Faxi, Nasiphi
- Date: 2018
- Subjects: Divorced women Divorce--Psychological aspects Divorced women--Psychology
- Language: English
- Type: Thesis , Masters , Psychology
- Identifier: http://hdl.handle.net/10353/17371 , vital:40960
- Description: The study aimed at investigating the resilience enhancement factors which promoted well-being among divorced African women in Cradock, the Eastern Cape, South Africa. A qualitative research design was used to investigate the factors which reinforced resilience and promoted well-being following divorce as studies have indicated the risk of not being able to cope following divorce trauma. Purposive sampling was used in recruiting twelve divorced participants (aged 25- 45) from a support group at a local church in Cradock. Data was collected by means of semistructured interviews following the permission of the church and the divorced women who gave their consent to conduct the study. Furthermore, ethical principles were adhered to, throughout the data collection process. Thirteen themes emerged in the study and they include; self-condemnation, self-blame and denial, loneliness depression, anger and embarrassment, stigma, personality change, sexual dissatisfaction, ambivalence, forgiveness, selfcontentment and self-compassion, personal growth, religious coping, social support and positive relations and resilience enhancement factors. Despite the achievement of the research objectives, the sample might not be the true representation of the population of women who experienced divorce. Also, the results might have been different if the study was quantitative in nature. Based on the findings, psychological support is needed for women who underwent divorce. Finally, churches should play a vital role in restoration of resilience among divorced women while the families and communities shift away from cultural beliefs of subjugating women.
- Full Text:
- Date Issued: 2018
- Authors: Faxi, Nasiphi
- Date: 2018
- Subjects: Divorced women Divorce--Psychological aspects Divorced women--Psychology
- Language: English
- Type: Thesis , Masters , Psychology
- Identifier: http://hdl.handle.net/10353/17371 , vital:40960
- Description: The study aimed at investigating the resilience enhancement factors which promoted well-being among divorced African women in Cradock, the Eastern Cape, South Africa. A qualitative research design was used to investigate the factors which reinforced resilience and promoted well-being following divorce as studies have indicated the risk of not being able to cope following divorce trauma. Purposive sampling was used in recruiting twelve divorced participants (aged 25- 45) from a support group at a local church in Cradock. Data was collected by means of semistructured interviews following the permission of the church and the divorced women who gave their consent to conduct the study. Furthermore, ethical principles were adhered to, throughout the data collection process. Thirteen themes emerged in the study and they include; self-condemnation, self-blame and denial, loneliness depression, anger and embarrassment, stigma, personality change, sexual dissatisfaction, ambivalence, forgiveness, selfcontentment and self-compassion, personal growth, religious coping, social support and positive relations and resilience enhancement factors. Despite the achievement of the research objectives, the sample might not be the true representation of the population of women who experienced divorce. Also, the results might have been different if the study was quantitative in nature. Based on the findings, psychological support is needed for women who underwent divorce. Finally, churches should play a vital role in restoration of resilience among divorced women while the families and communities shift away from cultural beliefs of subjugating women.
- Full Text:
- Date Issued: 2018
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