Browsing by Author "Kanyopa, Theresia Joakim."
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Item Learners transitioning from township to ex-model c schools: an invitational educational perspective.(2018) Kanyopa, Theresia Joakim.; Hlalele, Dipane Joseph.This study proposed ways in which schools could enhance the learning experiences of learners transitioning from Township to Ex-model C schools through an Invitational education perspective. The study was conceptualised within the theoretical framework of an Invitational education theory of practice, which was introduced in the late 1970s by Dr. William Watson Purkey and Dr. Betty Siegel (Purkey, 1992). This study aimed to elicit the learners’ learning experiences from both schools’ environment and to propose ways in which schools can enhance the learning by employing the critical paradigm with the qualitative approach. The study also adopted the purposive and convenient sampling method to select eight participants which comprises of two female and two male grade six learners, two male and female grade six teachers, and two parents (female). The focus group discussion and drawing methods were used to generate data for the study. The data was analysed using the Critical Discourse Analysis (hereafter CDA). Four themes emerged from the data of the study; the findings revealed that the learners’ behaviour and learning were influenced by several situations in their school environment. The findings also revealed that the learners’ learning experience in Ex-model C school environment is complex. This indicated that, they experienced both inviting and disinviting factors in the school environment. In addition, the participants identified the school as inviting because they experienced it as a safe and conducive learning environment; the environment provided opportunities to engage in different sport activities and enabled them to develop computer skills. Factors such as language issues, lack of formal orientation, difficulty in establishing relationship with peers and teachers, as well as lack of cultural integration policy were identified as disinviting (constraint) in their learning environment. Furthermore, the third theme that also emerged from the study depicts the significance of enhancing the learning in schools which showed that enhancing the learning environment will enable learners to develop a sense of participation, become highly motivated to learn, and able to overcome their learning anxiety and fears. The last theme that emerged from the study showed several strategies identified by the participants which could be used in enhancing the learners’ learning experiences, which includes the development and implementation of programmes and policies that are intentionally inviting, creating good learning environment, as well as the school adopting and using good teaching strategies that would help to enhance the learners’ learning experiences. Therefore, the study concludes that the whole process of school transitioning normally disrupts the learners’ learning abilities. Hence, the study recommends that the Invitational education theory (people, places, policies, programs, and process) should be established in every school environment in order to contribute to the academic success of the learners. Keywords: Learners; The Learning experiences; Township schools; Ex- model C schools; School transition; Invitational education.Item Understanding and enhancing learner integration in a selected ex-model c school.(2022) Kanyopa, Theresia Joakim.; Hlalele, Dipane Joseph.This study researched the understanding and enhancing of learner integration in a selected Ex-Model C school. This study viewed learner integration as a crucial element in the South African schools’ context because this phenomenon is linked to the psycho-social elements of the learners’ well-being in their learning environment. The study also maintains that learner integration has a transformative agenda as it is now based on democracy, social justice, and emancipation of educational practices that were negatively affected by the apartheid policies inherent in the previous education system in South Africa. This implies that learner integration is essential in ensuring that democracy, equity, and equality are entrenched in South African schools, specifically in Ex-Model C schools. Furthermore, learner integration supports the emancipation of these learners and enhances collaboration with the various educational stakeholders by showing that their contribution and commitment to this issue might bring changes and create an effective learner integration for all the learners at school, whilst enabling them to learn, grow and develop holistically in their learning environment. A growing body of literature has shown that there are some shortcomings in the former Model C schools’ system that inhibit the implementation of effective learner integration as well as the learning process, growth, and development of the learners in their learning environment. This study proposes an integration wheel that illustrates ways in which Ex-Model C schools could create a conducive learning environment with an effective learner integration implementation. This is a qualitative research study that was guided by a Participatory Action Research design within the interpretive-cum-critical paradigm. The study employed multiple data generation methods consisting of several stakeholder meetings and photovoice visual data based on a reflective writing activity in response to the research questions. The Critical Emancipatory Research (CER) is the theoretical framework because it emphasises the emancipation, promotion of social justice, and empowerment of the co-researchers. The research process of this study drew on the CER theory principles whereby, the data were generated from the coresearchers’ voices reflecting their perspectives, subjective experiences and knowledge concerning the understanding and enhancing of learner integration in their school. Moreover, Critical Discourse Analysis (CDA) was used to analyse the data generated from the multiple methods mentioned above. CDA is compatible with PAR and CER because it is emancipatory by nature, and it allows the co-researchers participation in the data analysis procedures by actively involving them in discourse that attempt to shape and transform their society. The study drew on the findings from the diverse lived experiences, knowledge, and perspectives of the co-researchers of the study. The findings of the study revealed three themes: (i)Multi-perspectival understanding of learner integration in an Ex-Model C school context, (ii)Dynamism in the enhancement of learner integration; and (iii) Significance of the understanding and enhancing of learner integration. The findings from the first theme revealed that multi-perspectives on the co-researchers’ understanding of the learner integration phenomenon. The second theme of the study showed that co-researchers have the capabilities to suggest dynamic strategies for the enhancement of learner integration within their schools. This theme found that effective learner integration in an Ex-Model C school could be possible through multidimensional strategies that could be employed by the school authority as well as by the school community. Finally, the third theme reveals the significance and need for the understanding and enhancing process of learner integration issues in a selected Ex Model C school. The co-researcher’s comments on this theme indicated that learner integration has a huge impact not just on a learner’s academic achievements but also on their overall well-being as individuals. However, in Chapter Seven (section 7.3) the study revealed several implications that emerged from the findings of the study regarding learner integration such as poor support from some of the parents and teachers and monocultural practices. Chapter Three (section 3.5) of this study presents a literature review on the impediments that inhibit the successful implementation of learner integration in various school contexts. Thus, to deal with the impediments that hinder the successful learner integration in a selected Ex-Model C school, this study insisted that the school itself, the Department of Education (DOE) through the curriculum developers needs to work hand-in-hand with other educational stakeholders like teachers, parents, learners, and the school community.