Learners transitioning from township to ex-model c schools: an invitational educational perspective.
Loading...
Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
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.
Description
Masters Degree. University of KwaZulu-Natal, Durban.