Exploring the effects of environmental location and social inequalities on the emotional geographies of teaching and learning: a comparative analysis of three primary schools in Bloemfontein, South Africa=Ukuhola imiphumela youbunjalo bendawo kanye nokungalingani ngokwenhlalo nomuzwa wezezwe ekufundiseni nasekufundeni: ukuhlaziya ngokuqhathanisa izikole ezintathu zamabanga aphansi eBloemfotein, eNingizimu Afrikha.
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Date
2022
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Abstract
This qualitative study explored the effects of environmental location and social inequalities on the emotional geographies of teaching and learning in three selected primary schools. Accordingly, a comparative analysis was conducted in three schools located in the Motheo District in the Free State – a province of South Africa.
The research participants included principals, teachers, parents and learners from the selected Free State school communities. Data was collected by means of semi-structured interviews and observations. Given that the study sought to explore equity, democracy, peace and stability in the education fraternity, the critical paradigm was employed to interpret the data.
The findings cannot be generalized across the entire province or district. The
findings come from three South African schools that are different in nature – public peri-urban, public rural and urban private – with special reference to Bloemfontein, South Africa. The findings revealed that Kganya Public Peri-Urban School and Jahman Public Rural School’s teacher-leaner ratios exceeded the Education Department’s prescribed norm, and this impacted negatively on teaching and learning. However, the teacher-learner ratio of Groenvlei Urban Private School was below the Education Department’s prescribed norm, and learners received the full attention of the teachers. The findings also indicated that Groenvlei Urban Private School’s buildings met the basic infrastructure requirements and were much better than those of Kganya Public Peri-Urban School and Jahman Public Rural School, which were in a poor condition during the time of this research. Regarding family structures, the findings revealed that most of the learners attending Kganya Public Peri-Urban School and Jahman Public Rural School did not stay with their parents. However, all grade 7 learners from Groenvlei Urban Private School stayed with their parents, who were able to assist them with their
day-to-day needs. The research findings further indicated that the learners' attitudes towards learning was mostly affected by the circumstances in which they found themselves, which included walking long distances to school, the school buildings and the school environment, which had little or no effect on the part of Groenvlei Urban Private School. The findings also showed that parental involvement at Kganya Public Peri-Urban School and Jahman Public Rural School was poor, while it was good at Groenvlei Urban Private School.
Implications for the school community were tabled, whereby it was suggested that the Education Department should work together with the School Governing Body(SGB), principals, community leaders, church leaders, and all stakeholders to mobilise parental involvement in school activities. This could be done through workshops, church services, awareness campaigns, and community meetings. It was also suggested that a system of grade representatives be introduced at schools to oversee the daily activities of the learners and teachers in and outside the classroom. This would ensure that the school community and the community as a whole worked together for a better level of education in South African schools. On the part of the government, it was suggested that the government worked closely with all schools (including private schools) in order to bridge the gap that existed between them. The government should also reduce class sizes in public peri-urban and public rural schools to enable effective teaching and learning to take place. Moreover, the government should co-operate with nongovernmental organisations to assist with maintaining school buildings and undertaking renovations.
Regarding economic inequality, it was confirmed as an obstacle to conducive teaching and learning (the inequality refers to learning resources poverty and unemployment). The government should play a pivotal role in changing the situation in schools. In conclusion, the government has to ensure that the inequalities revealed by this study are addressed in order to improve the quality of teaching and learning in South Africa.
Description
Doctoral Degree. University of KwaZulu-Natal, Durban.