Case study of the experiences of former street children as learners: implications for teaching and learning
- Authors: Boyana, Nokwenzeka
- Date: 2013
- Subjects: Street children -- South Africa -- Eastern Cape -- Case studies , School children -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape , Learning -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16188 , http://hdl.handle.net/10353/d1006248 , Street children -- South Africa -- Eastern Cape -- Case studies , School children -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape , Learning -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: In this study the main focus is on the experiences of former street children as learners. The main emphasis of this study is the manner in which such experiences influence these children’s learning towards constructing new identities. By examining the experiences of former street children in a school environment, namely a teaching and learning environment, this study will contribute towards the literature by providing focused and relevant information pertaining to the way former street children experience learning. By focusing on these particular learners from the street, the study attempts to explore and build an insightful knowledge in terms of understanding how former street children perceive learning in relation to their present personal and past life on the streets. Through this study the researcher will hopefully be able to determine how former street children feel, experience and relate to teaching and learning within a school context. Data collection for this study included the researcher’s observations and face-to-face unstructured in-depth phenomenological interviews with learners who are formerly from the streets. Among others, the study found that these particular learners have low self- esteem, a low opinion of themselves, and lack of self- confidence. The study also revealed that some of these learners are struggling academically and would appreciate it if academic was parallel with vocational skills so as to equip them for the world of work. It also transpired that learners who have relationships with those who have not been to the streets changed their lives for the better by learning from their peers but those who have relationships with other former street children at this school continue to engage in deviant behaviour, for many schooling has helped them to reclaim their childhood identity.
- Full Text:
- Date Issued: 2013
School stakeholders’ perceptions on the mainstreaming of pregnant learners in two East London secondary schools
- Authors: Mahlambeni, Ntombikayise Sylvia
- Date: 2013
- Subjects: Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16181 , http://hdl.handle.net/10353/d1006236 , Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
- Full Text:
- Date Issued: 2013