Education Studies

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13-18 year old school girls’ account and their experience of gender violence in a township school in Umlazi.
(2016) Ngcobo, Siyanda Charles.; Bhana, Deevia.
This study is a qualitative study that draws on an interpretive approach. The gender relational theory was used as the theoretical lens with which to view how young girls’ gendered identities are socially constructed. The purpose of this study is to explore the ways in which young girls aged 13-18 from Hope (pseudonym) Township School in Umlazi in KwaZulu- Natal, South Africa, perceive, comprehend and experience gender violence. The study examines the ways in which unequal gender power relations expose these girls to sexual violence, sexual abuse and HIV and AIDS. The study demonstrates that these girls who live in the informal settlements located near the school are vulnerable to patriarchal norms. The informal settlements from which these girls emerge are situated in lower socio-economic contexts and characterised by problematic social, economic and political issues, including high unemployment, a high crime rate, poverty, drug and substance abuse. The study is premised on the notion that all violence within the school context is gendered. This study seeks to investigate how the young girls construct their sexual identities amidst the prevailing gender violence. The findings show that some young girls are vulnerable to gender violence due to the school`s social and cultural belief systems that reinforce gender violence. The girls offer reasons for engaging in sexual practices that place them at risk, in spite of their knowledge of the dangers of sexually transmitted infections, HIV and AIDS and unplanned pregnancy. The findings also show that these young girls engage in unprotected sex with their partners due to peer pressure, and a fear of being discriminated against. The findings also demonstrate that some young girls make attempts to resist male domination by openly resisting particular stereotypical and sexist expectations of them. Moreover, the fear of contracting HIV and AIDS and teenage pregnancy acted as a deterrent with regard to some girls participating in risky sexual behaviours. The results of this research also show that parents, teachers and the surrounding school community fail to implement interventions which aim to protect young girls from all forms of gender violence. Thus, the gendered nature of girls’ vulnerability to gender violence manifests through the abuse of power by boys in school. This study found that girls are victimised both within and outside the school. It appears that boys are exempt from multiple forms of gender inequalities and sexual violence that girls are subjected to in school. This research recommends that collaboration between schools, parents and the private sector should be encouraged so that girls’ vulnerability to gender violence can be addressed. In addition, this research advocates for long term intervention plans to protect young girls against all forms of oppression in schools.
A collaborative self-study exploring the implementation of inclusive education in a school in the Umlazi District.
(2024) Ndlovu, Zanele Patience.; Mahadew, Ashnie.
The literature highlights the significance of inclusive education in addressing the diverse needs of learners, as well as the importance of teachers possessing the necessary understanding and skills to implement it effectively. As a result, this study explored my inclusive practice using a collaborative self-study research design in a South African high school in the Umlazi District. The study aimed to understand how my personal history contributed to my interest in inclusive education. The study also explored how my two experienced colleagues (critical friends) and I experience inclusive education and, why we need to implement inclusive education using an intersectional lens. I employed a qualitative self-study methodological approach and used memory work, reflective journals, mind-maps and discussions to generate data and address my aim. The findings revealed that a) my past personal experiences developed and elevated my interest in inclusive education, b) learners with intersecting identities face multiple forms of exclusions, leading to feelings of invisibility and isolation, c) we (my critical friends and I) lacked sufficient understanding and capacities to address the intersections, diversity and inclusive education. This unpreparedness ultimately resulted in inadequate support and accommodation towards learners and awareness of the complexities of inclusive education. It also encouraged me to recognise and value the diversity of learners' experiences and identities. In light of these findings, I recommended the need to promote diversity, create inclusive environments and cultivate inclusive education by accommodating learners’ multiple identities.
A decolonial feminist investigation of gender representation in IsiZulu literature in the further education and training phase.
(2023) Cele, Nomonde.; Sader, Saajidha Bibi.
Literature is considered an essential educational resource in South Africa to edify teaching and learning. Learners can also learn about society's ideals through literary works. The paucity of knowledge on the kinds of texts that are recommended and the underlying ideologies that these teach learners is noteworthy. It is important because little is known about the kinds of recommended texts and the underlying beliefs that these teach learners. From this perspective, it is important to determine if gender representation in literature promotes gender equality. Therefore, this study aims to understand how gender is represented in isiZulu literature prescribed to educators and learners in the Further Education and Training (FET) phase in South Africa. This qualitative study is located in the decolonial paradigm and engages the tenets of feminist critical discourse analysis as its primary analytical framework. A purposive sample of two setwork isiZulu literature was selected to investigate the phenomenon of gender representation. The results revealed that the selected texts perpetuate negative stereotypes of both men and women. The investigation found that patriarchy, heterosexuality, socialization, and cultural manifestations of society that often picture women negatively all play significant roles in how characters are portrayed in isiZulu literature. The literary works depict scenarios in which men dominate and control women under the pretext of heterosexuality, normalised gender relations, and cultural customs. The results show that representations in the literary works are gender-biased and gender-insensitive. A critical approach to the selection of literature is required as it is concerning that these representations are being taught to learners in schools. Key stakeholders in the education department have a lot of work ahead of them to ensure that South African isiZulu-prescribed literature incorporates gender inclusion.
A feminist analysis of Black lesbian students’ academic and social experiences at a technical and vocational education and training institution in KwaZulu-Natal Province, South Africa.
(2023) Siwela, Sanele.; Sader, Saajidha Bibi.
There is scant research regarding the experiences of Black lesbian students in relation to their access to tertiary education, their success at higher education institutions and their experiences with their lecturers and co-students, especially within the environment of Technical and Vocational Education and Training (TVET) colleges. The lack of empirical research on the academic and social experiences of Black lesbian students has left a gap in the understanding of how their social identities intersect to influence their post-school education and training experiences. To address this gap in knowledge, I investigated the academic and social experiences of six Black lesbian students at a TVET college in Pietermaritzburg, KwaZulu-Natal Province, South Africa. This dissertation adopted an eclectic theoretic approach, using the African decolonial perspective of Oyeronke Oyèwùmí as well as the work of decolonial feminist theorist, Maria Lugones. I also drew on key concepts from Black feminist thinkers Patricia Hill-Collins and bell hooks – in particular, their concept of intersectionality. I used these frameworks to argue against the ongoing influences of past colonialism and apartheid that tend to permeate the institutional culture of TVET colleges in South Africa. This feminist research study adopted a qualitative methodology and used visual narrative inquiry. Data was collected using semi-structured interviews, photo voice, reflective journaling and focus groups. Poetry was used as a data-generating reflective tool. Data analysis combined both visual narrative analysis and analysis of the narratives. Findings revealed institutional heterosexism and a lack of educational access for black lesbian students at this TVET college which impeded their educational participation and success, resulting in failure, absenteeism and dropout. Educational access is understood in this thesis as a multifaceted phenomenon that includes administrative, financial, physical, social, career guidance and epistemic aspects. Enablers to learning at the college included individual strategies (using their own agency) as well as strategies that the college could initiate. This included stronger support from lecturers to contribute to lesbian students’ participation in class and their academic success. Meeting other lesbians who were open about their sexual identities was also another enabler to learning, as it provided these students with a sense of belonging. Financial enablers to be able to attend a college and study were present in the form of the NSFAS grant, which covered their study costs and also enabled them to provide support to their families. Whilst there has been significant evolution in the TVET sector in terms of administrative access and funding for students, the provision of psychological support for minority students is still lacking. This study recommends that the Department of Higher Education develop ongoing psychological support interventions to address the negative psychological impacts LGBTQ+ students experience within the tertiary environment, inclusive curriculum and institutional policies. New college buildings should always include 3-5 individual toilets to provide an alternative for individuals who feel uncomfortable entering the main toilet blocks.
A river runs through it : landscapes of learning, development and change of nontraditional workers.
(2023) Cox, Amanda Jane.; John, Vaughn Mitchell.
In the 21st century contexts in which we live, precarious work has become more prevalent. This study explored how workplace learning takes place for those of us who do not belong fully to an organisation. The need for lifelong and life-wide learning in formal, non-formal and informal ways becomes critical for non-traditional workers, who are defined as those who are not in traditional full-time employment but work on short-term contracts, often for multiple companies. This study focused on this niche group of professionals who work in alternative ways. I was drawn to conduct this study due to my own expectations and experiences about the world of work. Childhood mindsets about work being in one company and job for life were challenged and changed during my career, in which I found myself working in non-traditional ways, enjoying the flexibility that this way of working afforded me. Transformative learning theory, which is about a revision of frames of reference, was a helpful theoretical lens to explain some aspects of my career story. My unique career journey piqued my curiosity about how other non-traditional workers navigate their way into and through the world of work and how they develop as professionals in contexts of precarity. Communities of practice theory (a social learning theory) surfaced as a helpful theoretical lens to explore the learning journeys of my own and another five non-traditional workers. A narrative autoethnographic research approach and a participatory interview technique called river of life were used as the methodological roadmap to navigate my way through the study. The study explored the development of identities, the processes and sources of learning, and the implications of learning in such contexts. The findings identified the importance of lifelong and life-wide learning for non-traditional workers, culminating in the notion of careers being like living landscapes that are moving and changing as we engage in them. The important role of experience and the development of transferable skills was identified. The participants were also found to be good at managing multiplicity in their careers, working across subject areas, projects and multiple identities. Finally, an emerging culture of this type of worker was explored.
A sociological study of the family influences, educational experiences and aspirations of a group of South African Indian female students at the University of Durban-Westville.
(1995) Singh, Suchitra.; Jansen, Jonathan David.
Abstract not available.
Absenteeism among secondary school pupils.
(1995) Naidoo, Karthigesan Shunmugam.; Ramphal, Anandpaul.
The overall aim of this study was to ascertain the nature of the differences that exist, in selected aspects, between two groups of pupils, viz. regular attenders and persistent absentees. More specifically, the research was designed to furnish information on the following issues : a) The incidence of absenteeism and truancy in Tongaat. b) The home and familial circumstances of regular attenders and persistent absentees. c) An examination of the differences, if any, between poor and good attenders with regard to maladaptive behaviour. d) The role of the school and school-related factors as contributors to absenteeism and truancy. e) The different conceptions that regular attenders and persistent absentees may have of the future. f) The reasons offered by teachers for pupil absenteeism. The sample (N = 153 pupils) was randomly selected from a list of five secondary schools in the Tongaat area. Pupils responded to a four-part Pupil's Perception Questionnaire (PPQ) designed to gather data relating to the home and familial circumstances, maladaptive forms of behaviour, the school and school-related matters and the pupils' perceptions of their future. In-depth interviews were also held with parents of the children in the sample. Teachers (N=116) were asked to offer what they saw as the more important reasons for the absence or regular attendance of the pupils. The major findings of the study were as follows: 1. The majority of absentees fall into the age category 15-16 years. Girls were often absent with the full knowledge and encouragement of their parents while the opposite was generally true for boys. 2. Absentee rates are not consistent throughout the year. Higher figures were recorded on a Monday and a Friday(days which coincided with the week-end) and on test days. 3. Poverty, parental ill-health, parental unemployment, single parent problems and alcohol abuse featured prominently in the lives of poor attenders. 4. Positive attitudes towards education on the part of parents generated similar attitudes in their children. In general, the converse was also true. 5. Poor parent-child relationships and a lack of communication with parents often resulted in ill-disciplined children who were frequently absent from school. On the other hand, children whose parents took a keen interest in their progress and welfare attended school more regularly. 6. Poor attenders showed greater alienation from the school and the values it represented than did good attenders. 7. Poor attenders highlighted characteristics of teachers' personalities that influenced them to be absent from school while good attenders highlighted those characteristics that encouraged them to attend school. 8. Persistent absentees tended to have poorer relationships with teachers compared to good attenders. 9. Troublesomeness in class was a reliable indicator of absenteeism and truancy amongst pupils. 10. Career aspirations of persistent absentees tended to be lower than that of regular attenders. 11. The curriculum, perceived by some children as irrelevant to their needs, was blamed for generating boredom and frustration. These, in turn, contributed to their absence from school or even dropping out. Evidence from various sources show that early detection and the proper treatment of absentees can produce positive results and thereby save the individual and society much unhappiness and wastage.lt is against this background that several recommendations are made. Schools, teachers and parents (individually and collectively) can do a great deal to curb absenteeism amongst pupils. It is vital for all interested parties to create a warm, accepting and congenial climate both in the home and school situation.
Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences.
(2014) Tchatchoueng, Joseph.; Kamwendo, Gregory Hankoni.; Ntombela, Sithabile Surprise.
This qualitative case study was carried out in the School of Education, Edgewood Campus, at the University of KwaZulu-Natal (UKZN), South Africa. The study had two objectives: firstly, to understand lecturers’ experiences of how first year student-teachers’ abilities in the Language of Learning and Teaching (LoLT) affect their learning outcomes. Secondly, to explore lecturers’ evaluations of the academic support that is available on the Edgewood Campus to improve students’ LoLT abilities. Data were collected from consenting participants through face-to-face semi-structured interviews. Three concepts comprised the framework informing the analysis of data: inclusive education, epistemological access and the concept of the Whole School approach to the development of Cognitive Academic Language Proficiency (CALP). The findings indicate that students with limited proficiency in the LoLT tend to withdraw from participating in class discussions; often refrain from seeking lecturer assistance; are likely to plagiarise during assignments; and tend to perform poorly in examinations. Overall, the six participants found support provided to students with limited English language proficiency on the Edgewood Campus of UKZN to be negatively affected by an unplanned mass-enrolment. The participants also argue that the designated support is insufficient because it is not cross disciplinary and it is not sustained beyond the first year of study.
The academic challenges facing deaf students at Durban University of Technology.
(2011) Mazoue, Patricia.; Searle, Ruth Lesley.
This study will take the form of a case study of a group of Deaf Information Technology (IT) students and their Sign Language interpreters at Durban University of Technology (DUT). These students are enrolled under a Programme for the Deaf run by the Information Technology Department. The department provides additional assistance in the form of Sign Language interpreters who attend all their lectures and also provide extra tutorials for them. The aim of the research is to identify the main challenges encountered by this group of students at DUT. I first became aware of the existence of these students while engaged in an action research project at the beginning of 2005 and realised that this was an area that needed further study. There is a lack of research on Deaf students in tertiary institutions in South Africa and there are not many tertiary institutions which enrol Deaf students and provide them with a Sign Language interpreter. I realised that this was an area which needed to be researched and that the resulting findings could make a difference to the lives of Deaf students at DUT by identifying the main problems and perhaps suggesting ways in which these could be addressed. Group interviews with the Deaf participants were conducted with the assistance of a Sign Language interpreter in order to explore their challenges. Further interviews were conducted with the interpreters who were interviewed individually. The study was limited to Deaf students enrolled under the undergraduate Programme for the Deaf at DUT and, as a result, might not reflect challenges faced by any other deaf students at DUT or other tertiary institutions. The findings identified, amongst others, problems such as poor literacy levels of the Deaf students and lack of communication between the Deaf students and hearing staff and students on campus among other problems. The Deaf students felt marginalised and largely ignored on campus. There was very little awareness of Deafness among hearing students and staff at DUT. Some possible solutions to these problems were suggested such as including deaf awareness in the orientation of hearing staff and students.
Academic intervention experiences of 'at-risk' students : a case of an undergraduate programme in a South African university.
(2014) Mngomezulu, Samukelisiwe Dorothy.; Ramrathan, Prevanand.
The higher education landscape in South Africa has significantly changed upon attainment of democracy in 1994. Access to higher education has been increased for students from previously disadvantaged groups. However, access to higher education has not been met with success as a significant number of students fail to complete degrees in the minimum time required or drop out of programmes completely. Universities have to be responsive to such challenges hence there is a need for institutionalization of academic support programmes. This study sought to ascertain students’ experiences of causal factors and of academic support interventions in one of the Schools in a South African university. The study is underpinned by the Ecosystemic Perspective Theory, Attribution Theory, Vygosky’s Social Development Theory and Chickering’s Theory of Identity Development theories. Informed by the interpretive research paradigm, the study adopted a qualitative case study design in which data were solicited from a purposive sample of ‘at- risk’ students participating in academic support programmes offered by the School. Data was collected through document analysis, focus-group as well as individual interviews. Interpretive phenomenological analysis was used to analyse data. Content analysis through emerging themes was also used to analyse data. Data presentation is in the form of thick description in which verbatim quotations are used to present participants’ views. Findings were analyzed and collated into common themes which revealed that ‘at- risk’ status is caused by multiple factors emanating from both secondary and higher learning education. The study revealed that some challenging factors emanating from secondary schools were prevalent at a higher institution. Academic and non-academic factors were considered to be the main factors that contributed to poor academic performance. Participants revealed that they dealt with challenges differently depending on the nature of the problem. It emerged that warning of ‘at- risk’ status created a plethora of emotional and psychological experiences. It also emerged that intervention support participants received was beneficial to participants but some felt it was reactive rather than being pro-active. In conclusion, the study showed that student performance was negatively affected by academic and non-academic challenges that were both in and prior to university studies. Academic support programmes in place assisted the students and to a certain level but the timing of support and a non-holistic approach remained a challenge. I recommend an inclusive approach to student support within higher education which is largely data driven and includes all registered undergraduate students. Furthermore, early warning detection systems should be built into the data- handling systems so that students, staff and the intervention student support services can respond appropriately and timeously to potential impediments to students’ academic progress.
Academic use of smartphones among secondary school students.
(2018) Mashonganyika, Eliot.; Shawa, Lester Brian.
This study explores the academic use of smartphones among secondary school students at Harare High School with the aim of contributing to new educational trends in Zimbabwe. It employs the interpretive paradigm and is informed by the Actor-Network Theory. It explores how students use smartphones for academic purposes, examining the various perceptions on academic use of smartphones, and analysing reasons for students at Harare High School to use smartphones for academic purposes the way they do. Qualitative research methods were employed using a case study research approach. Semi-structured in-depth interviews, questionnaires, an observation schedule, and documents were used to generate data. Questionnaires were also used for sampling purposes. Miles and Huberman Framework for Qualitative Data Analysis was used for analysis of data. Findings reveal that students at Harare High School use smartphones for research, downloading and storage of learning materials, and collaborative learning. Most students perceive smartphones as convenient learning tools in view of the newly introduced education curriculum, which emphasises research and innovation. Students also use smartphones for social networking and entertainment. Challenges of distraction, abuse, addiction, and other behavioural challenges were revealed, raising the need for close monitoring by teachers and parents. This study recommends that: 1) the Ministry of Education in Zimbabwe should formulate a policy that makes it mandatory for schools to use smartphone technology, 2) schools should consult with ICT experts offering strategies that regulate academic use of smartphones, curbing abuse, 3) teachers should be trained to be smartphone-literate so that smartphone technology may be adopted as a compulsory learning tool, 4) teaching of media literacy and character education should be adopted to empower students to use smartphones profitably, and 5) schools should levy parents in order to raise funds to buy smartphones for students. This study has added new knowledge to the understanding of the academic use of smartphones in the Zimbabwean context. It provides methodological and theoretical contributions through data-generation methods employed, and in its use of the Actor-Network Theory. In conclusion, despite the challenges mentioned, all Zimbabwe schools should embrace the academic use of smartphone technology because the benefits outweigh the challenges.
Academic writing experiences and literacy development of engineering students at a South African university of technology.
(2023) Makhanya, Nontsikelelo Lynette Buyisiwe.; Shawa, Lester Brian.
This study drew on the Cultural Capital Theory and the Academic Literacy Model to explore the academic writing and literacy development experiences of Engineering students at a selected university of technology in South Africa. The study sought to explore the literacy experiences of Engineering student participants over time to determine the efficacy of the knowledge and skills they acquired in relation to academic writing and literacy development. Three critical questions were posed: ● What are Engineering students’ experiences of academic writing and literacy development at the selected university of technology under study in KwaZulu-Natal Province? ● How do Engineering students experience academic writing and academic literacy support offered by the Academic Literacy and Language Support unit at the university of technology under study? ● Why do Engineering students experience academic writing and literacy development the way they do at the selected university of technology under study? Qualitative research methodologies were employed. This study was also underpinned by the interpretive paradigm which is characterised by the concern for the individual and the desire to understand the subjective world of human experience. Data were produced using in-depth semi-structured interviews and reflective journal entries and were analysed using thematic analysis. The findings revealed that, although the participating students were underprepared to engage with academic writing at university level, there was improvement in their academic writing skills over time. The study contributes to knowledge of our understanding of how to improve the academic writing capabilities and literacy development of students, including those who come from rural and low socio-economic backgrounds and whose academic development is often retarded by limited cultural capital. The study further highlights the role of IsiZulu (the predominant language in Kwa-Zulu-Natal province) in the academic writing and literacy development of rural students whose first language is IsiZulu. The study also highlights the value of the selected theoretical framing and the methodological approaches that were employed as these contributed significantly to the outcomes as described in this thesis. The unique contribution of this study to the pool of knowledge and scholarly endeavour is the integrated approach that it proposes for embedding literacies within discipline-specific content at the institution of higher learning under study.
Access to schooling spaces for my child with Down Syndrome : an autoethnography.
(2014) Gramanie, Pushpagandhi.; Sookrajh, Reshma.
As part of the Indian diaspora whose ancestors were indentured labourers brought to South Africa to work in the sugar plantation (Mishra, 1996) with little scope for education, I repeatedly heard the expression ‘the only way to escape poverty is through education’ from my grandparents and parents. The access I had to schooling, and the opportunity to complete, provided me with a passport to tertiary education, a privilege only a few of my siblings had. The importance of education was instilled in me from my childhood and it was a natural expectation when I became a parent, to want access to good quality education for my own children. My pursuit of access to schools for my daughter with Down syndrome was an immense challenge with no guarantees in the South African context. I have undertaken this study to reflect on nearly fifteen years of formal and informal schooling for my daughter, Tiara. In an effort to purposefully engage the reader on the subject of schooling spaces and access to it, I considered autoethnography most suitable for the task. It offers me the scope of using personal experiences as principal data and the latitude to express those experiences in a mosaic format by intersecting and sometimes collapsing it with those of others. These ‘others’ consisting of four women, are part of a community of practice, and predominantly parents of children with Down syndrome who interact within my social space. This allowed a wider interpretation of my experiences in relation to others. Their cameos which emerged from semi structured interviews conducted at a time and place at their convenience are captured alongside mine as episodic nodal moments. In choosing autoethnography as the methodology, greater consideration was given to the issue of ethics to ensure confidentiality and respect of all informants. Three of the informants each have a child with Down syndrome. The fourth informant is an academic who is a prolific researcher in the field of Inclusive Education. Her input is from a dual perspective of having a sibling with disability and being a key role-player in the crafting of policies pertaining to inclusive education in South Africa. These reflective accounts were excavated predominantly through qualitative method of memory work. While memory-work is broadly recognized as a profoundly felt emotional experience, it is first and foremost a research tool (Cadman, Friend, Gammon, Ingleton, Koutroulis, McCormack, Mitchell, Onyx, O’Regan, Rocco & Small., 2001). Memory work entailed chronicling past events in as much detail as possible with occasional stimuli to trigger recall. A coalescing of all chronicles and cameo accounts pertaining to access to schooling spaces for children with Down syndrome is followed by thematic analysis. This is discussed in a mosaic format with all chronicles and cameos interwoven. A created multidimensional model of access, influenced by Nind and Seale (2010) helped unpack the enabling and disenabling aspects of experiences of accessing schooling spaces for children with Down syndrome. This is done to shed insight on the state of South African segregated schooling in public education, in both mainstream and special needs and the challenging experiences of access to inclusive schooling spaces for children with Down syndrome. The data suggests that despite enabling legislation, implementation of inclusive policies reflects gaps, primarily in lack of political will and sustained effort. Physical access into a school did not necessarily mean that Tiara had enabling access to and meaningful participation in the spectrum of schooling experiences: systemic, curricular, social, pedagogical, spaces and practices. Parental advocacy has historically contributed to the evolution from medical deficit model to social justice but the need for endurance to continue the fight for accessible inclusive spaces continues to be unyielding.
Access with success: a case of students with learning disabilities at a technical and vocational education and training college.
(2019) Ndlovu, Lihle Mbalenhle; Hlalele, Dipane Joseph.
The Technical and Vocational Education and Training (TVET) sector in South Africa has been acknowledged for its capabilities necessary for skills development. However, its role in transferring these abilities to students with learning disabilities (SWLD) in an inclusive environment has not yet been made explicit. Nevertheless, the proven increase in the numbers of SWLD in TVET colleges leaves questions about issues of success after access has been granted to SWLD. Therefore, the objective of this study was to explore how SWLD access education and succeed at TVET colleges in South Africa. The study was theoretically located within the assets-based approach. It intended to establish the available assets that were utilised or underutilised by the college in addressing concerns of access and success of students with learning disabilities at a TVET college. It further utilised qualitative research methods. An interpretivist paradigm was used to understand how access with success of students with learning disabilities (SWLD) at a TVET college is perceived, understood and experienced by SWLD, hereafter). The researcher worked with six participants: three SWLD, and three TVET staff members (a head of department, an inclusive support coordinator, and a lecturer). Considering the fact that the study had only mentioned the word “students” in its topic, staff members were purposively targeted under the assumption that they interact daily with issues of SWLD to ensure smooth access and success. Data was generated through semi-structured interviews and focus-group discussions. Thematic content analysis was used to identify and record themes and subthemes within the data. The results suggested that while SWLD have learned to mobilise their internal capacities or assets, as well as other assets in and around the college, to independently achieve access with success, various impediments exist such as underutilised assets, untapped student potential, and the lack of availability of an internal inclusion policy document. The study revealed that these are unmapped assets which could address threats that were identified by participants while navigating the current situation regarding access with success at the TVET college. The study identified lecturers as assets, community involvement and coordinated efforts as important potential ways of enhancing opportunities to expand access with success at a TVET college. The need for the proper implementation of inclusive education was pointed out by the SWLD. This need emerged from the discovery that most SWLD are taught in a different setting, and have limited opportunities to enrol in their desired field of study. Furthermore, a need for economic independence was further identified, as SWLD have the same aspirations and career dreams as all other students. Lastly, the intrinsic motivation of SWLD was observed to be a key factor in their success at TVET college, as it enabled them to develop the necessary survival skills to make a successful transition to higher education. The study recommends that the TVET college provide lecturers with special pedagogical training to develop their skills and confidence in relation to teaching SWLD; that it foster more awareness within the college to minimise discriminatory attitudes; that it learns to map and mobilise assets in and around the college to address existing gaps in the education of SWLD, while waiting for external support; that it fast-paces the finalisation of the internal inclusion policy draft; and that it consider employing people with disabilities in order to develop a better understanding and implementation of inclusion.
Accountability to whom? For what? : teacher identity and the Force Field Model of teacher development.
(University of the Free State, 2008) Samuel, Michael Anthony.
The rise of fundamentalism in the sphere of teacher education points to a swing back towards teachers as service workers for State agendas. Increasingly, teachers are expected to account for the outcomes of their practices. This article traces the trajectory of trends in teacher education over the past five decades arguing that this "new conservative trend" is but one of the many forces that characterise present interpretations of the goals of teacher education and development. A de-professionalisation of teaching as a career looms on the horizon. Each era has progressively provided new insights into what the goals for teacher education could and should be. These have become increasingly layered into expanding roles and responsibilities being foisted on teachers. The article argues that this could threaten teaching as a career and fewer individuals now willingly choose the teaching profession. If they do, their accountability is seldom to quality teaching and learning as professional teachers find themselves threatened on a number of fronts by contradictory and often competing forces. The article presents a model for understanding the complexity of forces influencing teachers' identities, and shows why there is a need for creative discursive spaces for the coexistence of these many forces. Rather than capitulate to the forces of conservatism, the article argues that teacher professional growth can flourish when it is able to understand deeply the biographical, contextual, institutional and programmatic forces that impinge on teacher identity. The Force Field Model of Teacher Development thus provides stimulus for creative dialogue and renewal.
ACE technology lecturers' and in-service teachers' understanding of the design process and its enactment in their pedagogical practice.
(2015) Mabaso, Bongeka Petunia.; Alant, Busisiwe Precious.
This thesis is an exploration of Advanced Certificate in Education (ACE) Technology lecturers’ and in-service teachers’ understanding of the design process and how it influences their pedagogical practice. Creativity, critical thinking, problem-solving capabilities and other related skills are key aspects of Technology Education. In order for Technology learners to develop these capabilities and skills they need to engage with the design process. It is in this regard that the design process is argued to be the core of technology education. Hence, it is argued that it ought to be used to structure and drive the delivery of all learning aims of the Technology subject in South African schools. Research shows that the context based and complex nature of the design process presents a huge challenge for teachers. As a result, teachers present it as a linear process, rather than an iterative process as suggested in the South African Curriculum and Assessment Policy Statement for Grades 7-9 Technology. The two research questions explored were: “What are ACE Technology lecturers’ and in-service teachers’ understanding of the design process?” and “What informs and influences Technology Education lecturers’ and in-service teachers’ understanding of the design process?” These questions were addressed through the use of a questionnaire and two focus group interviews with the ACE Technology lecturers’ and teachers’. Schön’s notions of reflection-in-action and reflection-on-action were used to trace how these ACE Technology lecturers’ and teachers’ developed their understanding of the design process. The results indicate that through the use of reflection in and on action, ACE Technology lecturers’ and teachers’ understanding of the design process broadens and changes. Reflection occurred by means of narrative, graphic presentations and participative engagement methods. W.r.t. to Research Question 1, four conceptions of the relationship between the design process and problem solving emerged which then led to the emergence of the seven ways in which the design process is understood: Conception 1: Design process is action orientated. Conception 2: Design process is not linear, but iterative. Conception 3: Design process is solution based. Conception 4: Design process is appraisal and evaluation. Conception 5: Design process is systematic. Conception 6: Design process is complex. Conception 7: Design process is context based. With regard to Research Question 2, the findings revealed two factors that influence and inform ACE lecturers’ and teachers’ understanding: a) reflection and interacting in a community of practice and b) the interface between understanding and practice. This interface is premised upon two factors which cause understanding to be transformed and confirmed during practice: (i) contextual issues and (ii) identity. In this regard, the analysis of data from this study shows that ACE technology lecturers’ and in-service teachers’ understanding of the design process not only directs their pedagogical practice but impacts on learning of Technology with respect to critical thinking, innovation and creativity.
The acquisition of reading without formal instruction.
(1994) Blignaut, Amanda D.; Farman, Robin Hylton.
Abstract available in PDF.
Addressing educational and pastoral needs of vulnerable children in the eThekwini region : a case study of two drop-in sites.
(2007) Mahlase, Zabalaza Richard.; Ntombela, Sithabile Surprise.
This study presents the findings of a qualitative case study research to explore and
Adolescent attitude to authority : a study done at Boys' Town, Tongaat.
(2003) Govender, Amutha.; Bojuwoye, Adetola Olaniyi.
The present study investigates the attitude of adolescents to authority. Thirty-eight adolescents from Boys' Town, Tongaat, participated in this study. The intention of the study was to investigate the attitude of the boys to authority and to determine whether there was a difference in attitude to authority according to grade, race, parental academic background or type of family structure that the boys had. Generally the adolescents at Boys' Town, Tongaat, viewed the mother as authoritarian and the father as authoritative/flexible. Boys in grade 6-9 viewed both mother and father as authoritative/flexible while boys in grade 10-12 viewed both mother and father as permissive. The Indian and black adolescents viewed mother and father as authoritative/flexible while the white and coloured adolescents viewed mother and father as permissive. When parents had grade 12 or less qualification both mother and father were viewed as permissive. When parents had a post-matric qualification, both mother and father were viewed as authoritative/ flexible. Adolescents from single-family households found mother to be authoritative/flexible and father to be authoritarian. Adolescents from nuclear-family households found mother to be equally permissive and authoritative/flexible and father to be permissive. Adolescents from extended-family households found mother to be permissive and father to be authoritative/flexible. Adolescents from foster families found both mother and father to be authoritative/flexible. The positive changes that were brought about in the adolescents and in their relationship with their environment during their stay at Boys' Town, Tongaat, leads to the recommendation that the behaviour modification programme and the parenting skills workshop adopted by Boys' Town, be examined and assessed with the possible consideration for implementation at South African Schools and homes.
Adolescent suicidal behaviour : a desperate cry for help.
(2007) Govender, Amutha.; Naidoo, Zaiboonnisha.; Ramrathan, Prevanand.
There appears to be a need to demystify suicidal behaviour not just for the benefit of researchers and health workers but equally for parents, teachers and most importantly for adolescents themselves. The focus in this study was on attempting to provide a fresh perspective of adolescent suicidal behaviour by viewing some delinquent and deviant behaviour as possible manifestation of suicidal behaviour and by decoding and making an attempt to understand the non-verbal voices/cries of suicidal adolescents. In general, suicide and suicidal behaviour among adolescents, has received relatively little attention from Education Departments throughout South Africa. Suicide-prevention is also sadly neglected by government and public health authorities. Unfortunately, despite the fact that the phenomenon has become the first cause of death among the younger age groups, with a higher mortality rate than for road accidents, it has not so far managed to provide backing for preventive schemes within the school and community systems of the same magnitude as the ones developed to tackle other public health problems, such as Aids. The purpose of this study was to gain greater insight into the phenomenon of adolescent suicidal behaviour so that a clearer and broader definition (that included both overt and covert behaviour) was formulated. This will then assist, amongst others, educators, parents and adolescents to identify more easily adolescent suicidal behaviour in its various forms . The study also hoped to investigate and identify the factors that could contribute to suicidal behaviour in adolescents. It also hoped to explore what support systems were available and accessible to the adolescents, more especially those manifesting deviant and delinquent forms of suicidal behaviour and to investigate the effectiveness of the support systems. The concept of networking and creating supportive connections is strongly supported when facing problems of suicide and suicidal behaviour. In creating a connection with the parents, teachers are able to better connect with learners because they will be more aware of the stressors that adolescents are experiencing. Since evidence indicates (Snyder, 1971) that potential suicide victims typically turn first to family and everyday friends and to the more traditional and perhaps formal sources such as clergy, psychiatrists, social workers only later, the need for the school to be more ready to play the role of referrer to other established sources of help is apparent. Teachers should not mistake adolescent suicidal behaviour for just delinquent 'brat' behaviour. In many situations adolescent suicidal behaviour becomes a way of communicating with others after all other forms of communication have broken down - when connections with the outer world is tenuous or non-existent. Stigma keeps adolescent suicidal behaviour from being identified as a public health problem that is preventable. This could be the reason (besides financial ones) why the Department of Education has not seen the urgency to strengthen counselling services in schools. In the absence of such support parents, educators and adolescents need to join forces - create a network of connections - both physical and emotional - so that desperate cries of adolescents are heard, interpreted and eliminated.

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