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.
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- 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.
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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.
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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.
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Teenage fathers as learners in a Butterworth Secondary School: implications for sex education
- Authors: Njambatwa, Mluleki
- Date: 2013
- Subjects: Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16195 , http://hdl.handle.net/10353/d1006294 , Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Description: Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.
- Full Text:
- Authors: Njambatwa, Mluleki
- Date: 2013
- Subjects: Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16195 , http://hdl.handle.net/10353/d1006294 , Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Description: Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.
- Full Text:
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