Amakrwala experiences as learners in a Buffalo City secondary school: implications for school leadership and management
- Authors: Duka-Ntshweni, Nomonde
- Date: 2013
- Subjects: School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16191 , http://hdl.handle.net/10353/d1006252 , School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Description: ‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
- Full Text:
- Authors: Duka-Ntshweni, Nomonde
- Date: 2013
- Subjects: School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16191 , http://hdl.handle.net/10353/d1006252 , School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Description: ‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
- Full Text:
School stakeholders’ perceptions on the mainstreaming of pregnant learners in two East London secondary schools
- Mahlambeni, Ntombikayise Sylvia
- 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:
- 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:
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