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dc.contributor.advisorHlalele, Dipane Joseph.
dc.contributor.advisorKhanare, Fumane Portia.
dc.creatorMbambo, Sinenhlanhla Immaculate.
dc.date.accessioned2020-04-24T08:30:38Z
dc.date.available2020-04-24T08:30:38Z
dc.date.created2019
dc.date.issued2019
dc.identifier.urihttps://researchspace.ukzn.ac.za/handle/10413/18312
dc.descriptionDoctoral Degree. University of KwaZulu-Natal, Durban.en_US
dc.description.abstractThere 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.en_US
dc.language.isoenen_US
dc.subject.otherSustainable learning.en_US
dc.subject.otherVulnerable learners.en_US
dc.subject.otherRural ecology.en_US
dc.subject.otherQuality learning.en_US
dc.subject.otherCollaboration theory.en_US
dc.titleA collaborative framework for enhancing sustainable learning for vulnerable learners in a rural ecology.en_US
dc.typeThesisen_US


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