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.
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- 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.
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Pedagogical practices of teachers in under resourced school: a case study of two rural schools in Mqanduli District of the Eastern Cape Province
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
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