Browsing by Author "Mbambo, Sinenhlanhla Immaculate."

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A collaborative framework for enhancing sustainable learning for vulnerable learners in a rural ecology.
(2019) Mbambo, Sinenhlanhla Immaculate.; Hlalele, Dipane Joseph.; Khanare, Fumane Portia.
There is a paucity of collective structures that enhance quality learning for those learners who reside within the rural ecologies and who are perceived as being vulnerable. This study aims to propose a collaborative framework for enhancing sustainable learning for vulnerable learners in a rural ecology. It is located within the critical paradigm and it employed a qualitative approach. Participatory Action Research methodology was used to involve those parties within the community who displayed an interest in the study and thus they participated in activities or actions which led to the emancipation of the communities who eradicated the problems which plagued the local learning ecology. Purposive, as well as snowballing sampling techniques, were used to select a diverse group of co-researchers which comprised of learners, teachers, parents, a nurse, a priest, a police officer, a social worker and a traditional healer. The co-researchers were of various ages, cultural and religious backgrounds, economic and educational statuses. In order to generate data, collages, focus group discussions, free writing reflections and field notes were used. The amalgamation of the Asset Based Approach and Collaboration formed the theoretical framework which guided the study. To analyse generated data, the content analysis method was utilised. Through content analysis, raw generated data was dissected thoroughly and categorised into labelled segments of thematic codes. Thereafter, patterns were observed, while repetitions were eliminated; finally, the patterns were grouped into themes. These themes formed a structure for a collaborative framework which was used to enhance sustainable learning for vulnerable learners in a rural ecology. The four pillars that underpinned the collaborative framework included promoting a culture of ambitious learners who possess a positive mentality, intensifying the existing forms of care and support, inspiring collaborations, and connecting with the curriculum. While the study recommended that researches of a similar nature could be employed to mitigate other societal ills in rural sectors either than the disruption of learning for vulnerable learners such as unemployment, hate crime, woman abuse and others. The study could also be conducted in other rural ecologies and involve a wider category of co researchers such as unemployed graduates, medical practitioners and psychiatrists. The study concluded that converting frameworks into actions is a complex activity which requires collaborators to mindful of the threats to the operationalisation of the initiative, to monitor the implementation process and to be continuously corporative while they share a common goal and a strong desire for liberation. KEYWORDS:Collaborative,Framework,Sustainable learning,Vulnerable learners,Rural ecology.
Teachers as change agents: primary teachers'perceptions and management of bullying in a selected school at KwaMashu area.
(2016) Mbambo, Sinenhlanhla Immaculate.; Khanare, Fumane Portia.
rimary teachers’ perceptions on bullying and management are still limited within the South African context. This study explores primary school teachers’ perceptions on bullying and management in a selected primary school in KwaMashu Township in South Africa. The study is located within the interpretive paradigm and it employed a qualitative approach. A single case study methodology was used with primary teachers to understand their perceptions of bullying and management. In order to generate data one- on- one interviews and focus group discussions were used. Purposive sampling was used to select a sample that comprised of 10 female teachers between the ages of 32 and 56, who had been in the teaching environment for over seven years, come from different cultural and religious backgrounds and all work in the same school of study. The study was guided by Bronfenbrenner’s Bio-Ecological Model. To analyze generated data thematic analysis method was utilized. The key themes that emerged from the analyzed data were: Theme 1: teachers’ understanding of bullying and the subtitles in this category were what is in the word bullying and the issues that are integral to bullying. Theme2: The causes and consequences of bullying and the sub themes that emerged were the individual factors, the socio-economic factors, the family risk factors and the school factors. Under consequences of bullying issues such as psychological consequences and academic consequences as well as long-term and short term consequences were considered. Under Theme 3: Teachers’ perceptions on the management and the barriers to managing bullying, subcategories such as: the identification of bullying, teachers’ response towards bullying and continued bullying. Moreover the barriers towards the management of bullying were also highlighted. The findings of the study indicated that teachers in the primary school of study acted as agents of change, they utilized their multiple understandings of the concept of bullying and they adopted fragmented ways of managing bullying.