Browsing by Author "Jairam, Visvaranie."

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Challenges encountered by primary school learners from single-parent households to attain academic achievements.
(2019) Mulovhedzi, Ntokozo.; Jairam, Visvaranie.
Family is a powerful determinant of children’s learning and when the school and the home have divergent approaches to life and learning, it is the children who are likely to suffer. The environment at home is a primary socialisation agent and influences children’s progress at school and their aspirations for the future. Parents are mainly responsible for the educational and career development of their children, but divorce and separation for various reasons, or the death of one spouse, may leave multiple parental roles in the hands of a single parent, and it is often then when problems arise and children become victims of dissention and strife. The aim of the study was to explore the challenges that learners from single-parent households encountered in achieving academically. The study was conducted in a primary school in Newlands West, Durban. The study objectives were to identify the challenges encountered by primary school learners from single-parent households in their efforts to attain academic success, to explore the impact of these challenges on these learners, and to determine what possible solutions could be offered to address these challenges. The study was based on the economic hardship theory and the family systems theory. The study utilised a sample size of twelve participants; i.e., six learners from single-parent households, three educators, two single parents, and one school principal. Pseudonyms are used in this report to protect the identities of the participants and the school. The study employed an interpretivism research design. Semi-structured interviews, a focus group discussion and document analyses were used to collect the data that were analysed thematically. The results of the study showed that these learners from single-parent households experienced various challenges on their journey to attain academic success, which ranged from economic hardship, health problems, lack of parental care, and poor socialisation skills. In addition, their academic achievements were impacted by poor attendance, poor academic motivation, child abuse, bad behaviour, and lack of counselling. However, when schools make concerted efforts to introduce intervention strategies and address the academic needs of learners from single-parent families, the results may be positive, as this study was able to demonstrate. Based on the findings, it is recommended that learners from single-parent household be afforded concerted support with regards to the challenges they encounter so that they may attain academic success. There is a need for the involvement of all stakeholders (teachers, counsellors, parents, social workers) to assist these learners to overcome the many challenges that impact their attainment of academic success.
Child sexual abuse : a construct reconsidered.
(2011) Jairam, Visvaranie.; Ramrathan, Prevanand.; Muthukrishna, Anbanithi.
It has become increasingly apparent to those in the field of child protection that there has been considerable progress in the campaign to protect children from sexual abuse. The last three decades of the twentieth century saw a burgeoning of research into the phenomenon of child sexual abuse (CSA). There have been considerable advances in research at all levels ― epidemiology, aetiology, definition and recognition, pathogenesis, prognosis, treatment and prevention of CSA (Leventhal, 2003). Empirical research on CSA has gained currency over the years. Empirical research assumes that everyone knows and agrees on what CSA is. This ‘knowing’ of CSA has become so deeply embedded in language, culture, laws, policies, practices and institutions that some of these ideas have become accepted truths. Despite this sense of ‘knowing’ that many have in relation to CSA, the majority of children in the world still remain at risk and sexually abused children are fundamentally no better off today than they were 100 years ago. This study, therefore, raised questions concerning the knowledge most people have in relation to CSA, especially those with professional knowledge in particular fields related to it. The study examined professional knowledge about CSA as articulated through trained practitioners in particular fields related to it. It also raised questions concerning the epistemological origins of and the frames of reference underpinning their knowledge of CSA, the assumptions and judgements upon which their knowledge is based, and whether this knowledge best serves the interests of children in the twenty-first century. The underlying premise of the study is that the act of constructing CSA and creating knowledge about it is social and political. Representing a social problem in a particular way requires power. Professionals in a revered field of knowledge, such as education, health or the law, command power and are significant voices that contribute to our understanding of CSA. Fundamentally, this study focused on the discourses that six trained practitioners (three school counsellors, a chief medical officer, a social worker and a police official from the Child Protection Unit) in particular fields related to CSA in the Central Durban area utilised in their constructions of CSA, and what functions these discourses serve. In South Africa they form an integral part of the country’s inter-departmental initiatives (health, education, justice and the police service) in its integrated and multidisciplinary approach to preventing abuse. These practitioners are professionals in revered fields of knowledge, such as education, health and law, and are significant voices that contribute to our understanding of CSA. Knowledge of how they construct CSA is vital because their constructions circulate within the broader community, are supported by various institutions and become the official or normative understanding of CSA. Through the use of in-depth, open-ended questionnaires with these six purposively selected trained practitioners and the analysis of two CSA case documents from a hospital in the Central Durban area, the study addressed two pertinent questions: what discourses do trained practitioners in the field of CSA utilise in their constructions of CSA, and what functions do these discourses serve? The results suggest a complex interplay of dominant discourses that are based on bio-psychosocial and medico-legal constructs. The results also suggest that while the field of CSA is dominated by these deeply embedded discourses that often act as barriers to other ways of understanding CSA, trained practitioners also utilised unscientific and irrational orientations in understanding this complex phenomenon. Considering the findings, it is imperative that these epistemic gazes established by these dominant positions be challenged, grounded alternatives be provided that are consistent with the realities of CSA, and concerted efforts be made toward a paradigm shift in the way CSA is conceptualised, if we are to serve the best interests of children. Children surely deserve no less.
Child sexual abuse : psychosocial aspects of cases seen in the greater Durban metropolitan region.
(2004) Jairam, Visvaranie.; Naidoo. R.
The sexual abuse of children is recognised worldwide as a problem of significant proportions. It is generally acknowledged that South Africa has one of the highest rates of sexual crime in the world. Despite high prevalence figures for child rape in South Africa, there has been no systematic attempt to explore the nature and scope of the problem in this country. The identification of factors which increase a child's risk for sexual abuse is of considerable importance in the design and implementation of appropriate prevention interventions. With this in mind, this investigation set out to identify psychosocial aspects associated with child sexual abuse in an urban sample of South African children. The main question that guided this investigation was: What were the psychosocial factors that might have contributed to the sexual abuse in the study sample? An integrated conceptual framework with some of the most frequently occurring etiologic factors across existing theoretical perspectives was used as a lens for understanding the various factors that might have contributed to child sexual abuse in the study sample? The identification of psychosocial aspects involved a file review of 245 cases of child sexual abuse reported to the Crisis Centre Unit at the Mahatma Gandhi Memorial Hospital during the period of November 2002 - April 2003. The site for data collection for this study was the Durban Region which is located in KwaZulu Natal and which has the second highest incidence rate for child sexual abuse in South Africa. A recording sheet was completed by the researcher with which data from the sample of content was taken. A wide range of variables was tapped, including ethnic distribution, socioeconomic status of the family, age and sex distribution of the child, type of family constellation, relationship of perpetrator to the child and probable psychosocial factors or mechanisms that contributed towards the sexual abuse. Descriptive statistics and the chi-square test of significance were used to analyse the data. The results showed clearly that situational factors (absence of other adults at home, poor or no supervision, child alone or unprotected and abduction) appeared high on the list among the psychosocial aspects. Other factors included child factors (child mentally retarded), perpetrator factors (psychiatric illness, unemployment and drug and alcohol abuse) and parental factors (marital problems in parents). Though the results showed clearly that situational factors appeared high on the list among the reported probable factors, whatever information obtained through socioeconomic status, family constellation, ethnicity and relationship of perpetrator to the child has thrown some light on understanding the various factors related to child sexual abuse in a South African setting. Living in a housing condition that was not protective, living in a family with a low income and living in a broken family setup, all of which have been associated with higher risks of abuse, were factors that were prevalent in most cases in the study sample. The results of this study indicated that sexual abuse is a complex phenomenon caused by the interaction of a wide variety of equally complex variables which is congruent with the conceptual framework for this study (based on a content analysis of different theories) that views child sexual abuse as a complex multifactorial phenomenon and not a simplistic cause and effect event. The research, therefore, concludes with recommendations to policy makers on primary prevention of child sexual abuse. This would mean actively involving themselves in programmes that assist in the eradication of poverty and, provision of better housing, recreational and after-school care.
Conflict resolution strategies used by grade four children in a primary school in the Umlazi District.
(2014) Maharaj, Clara Olive.; Jairam, Visvaranie.
Children all over the world struggle to deal with conflict in their lives. The adults they come into contact with and the media often provide poor role models. Intervention through education and training may provide teenagers with better coping skills. In order to intervene, the strategies that children use to resolve conflict and the reasons why they use them should be understood. This understanding would provide the groundwork for any intervention or prevention programme. In this study rich qualitative data were produced to answer the following two key questions: 1. What are the ways in which Grade four children resolve conflict in their lives? 2. Why do Grade four children resolve conflict in the ways that they do? This case study was conducted in a primary school in the Umlazi District of Durban, South Africa. FGDs, semi-structured one-on-one in-depth interviews and document analysis were used to gather data from a sample of six Grade four children. The results revealed that the most popular strategies used to resolve conflict were avoidance, seeking support, verbal strategies and fleeing. Submission, use of violence and crying were also among the strategies used. Proving oneself, escapism and teaching the other person a lesson were the least-used strategies. Social learning theory framed this study, and the sociocultural context strongly affected the manner in which the children dealt with conflict. Other influences in various combinations which affected the children’s choice of conflict resolution strategies were personality, education and training, cognitive development and support structures.This study recommends that through education and training children should be guided to discover, create and choose conflict resolution strategies that are healthy, constructive and that lead to their own well-being as well as to the well-being of others.
Educators' experiences of teaching sexuality education in the F.E.T. phase.
(2015) Appalsamy, Sivashnee.; Jairam, Visvaranie.
This study explored the experiences of six F.E.T Life Orientation educators teaching sexuality education in the Chatsworth area. Three secondary schools were selected and participants were selected purposively as only Life Orientation educators from grades 10, 11 and 12 were part of the study. The focus was mainly to determine what experiences these educators have of teaching Sexuality Education in the F.E.T phase, what informs their teaching of sexuality education and why they experience the teaching of sexuality education in the way that they do. The study was grounded in the interpretive paradigm and the theoretical framework was guided by Social Constructionism. Social constructionism was appropriate for this study as the study looked at teachers' experiences of teaching sexuality, and how their teaching of sexuality is influenced by the social and cultural settings in which they live. By looking at the different cultures and beliefs, the indication is to uncover the manner in which a specific thinking or norm has been moulded by communal influences (Boghossian, 2007). In spite of this, educators’ religious affiliations, belief systems, culture and values are often overlooked by policy designers. This disregard of their norms and values which inform their teaching of the subject (Life Orientation) pose a threat to the effective delivery of this subject especially because of its subtle nature. The study used a qualitative research approach to collect data by means of three research instruments: unstructured observation, semi-structured interviews and a semi-structured questionnaires. The findings from this study revealed that the experiences of educators teaching sexuality education in Life Orientation were undeniably influenced by their cultures, religious affiliations, belief systems and values. Educators articulated that they do not feel comfortable teaching the area of sexuality education and they leave out topics concerned with sexuality education. They further uttered that sexuality education is a waste of time since there is still a high rate of teenage pregnancy. Educators conveyed their frustrations with regard to the teaching of sexuality education mentioning that the problems they experience are about the nature of content in the syllabus about sexuality education and lack of proper consultation from education personnel in teaching this subject.
Educators’ experiences of teaching pregnant learners in a secondary school in the Umlazi District.
(2023) Mari, Trishantha.; Jairam, Visvaranie.
The study explores educator’s experiences teaching pregnant learners. Educators provided insight of challenges and experiences encountered .This study was executed in Chatsworth, Durban, South Africa, in a single school in the Umlazi District. The study sought to establish educators’ experiences of pregnant learners in a secondary school, the main factors that contribute towards teenage pregnancy, and the role educators play to ensure these learners continue schooling. The study presented was deeply anchored in the social constructionist theory, shedding light on critical aspects of sociology, communication theory, and social ontology. This influential framework progresses the notion that meaning and understanding are co-constructed collaboratively rather than emerging in isolation. Through its lens, educators have been adept at pinpointing specific patterns and behaviours exhibited by students, offering profound insights into the learning process. Moreover, the interactions between educators and learners were meticulously analysed, positioning these dialogues as vital mediums through which information and meaning are co-created. Four educators from a secondary school in the Chatsworth area were purposely sampled for the study undertaken. Data was obtained using semi-structured interviews, focus group discussions, and document reviews (Department of Basic Education Policy on the Prevention and Management of learner Pregnancy in Schools (2021) and the School’s Pregnancy Policy). The study depicted that as much as policies are in place there is discrepancies in practice. The study utilised inductive data analysis which the researcher used to deal with primary and detailed data of quality generated from participants. Additionally, the study used thematic analysis that involves a systematic process of transcribing of data and identifying patterns. The study revealed that educators experience pregnant learners as demonstrating high rates of absenteeism, which resulted in them missing out on work and assessments that impacting negatively on their academic performance. Educators identified peer pressure, poverty, and a lack of knowledge as key contributors to teenage pregnancy. Despite feeling incapable of dealing with pregnant learners ,educators tried their best to assist pregnant learners, where, while being absent and on maternity leave, these educators took on the role of counselling these learners in an attempt to ensure they continued with their schooling career. Additionally, educators requested that parents were called into school and pleaded for more parental support for the learners to complete school and support their child. Furthermore, educators tried their best to get study material and assessments to learners so that they would not fall behind, and could work while being home-bound. The focus group discussion shed light on the lack of skills and support educators have from the Department. Educators felt they are incapable of dealing with pregnant learners as they were not trained to deal with them specifically. Furthermore, educators felt that despite the fact that policies were in place, it proved impractical – or indeed challenging – to practice, as they had so many other duties and responsibilities in a school day. The study recommends that the need for the School Management Team to reduce workload of educators and the Department of Education partners up with the Department of Health in providing critical support and empowerment for these educators, such as providing resources like condoms for learners. In addition, empowerment programmes must be put in place within the community and school context to empower young women to be assertive and carry themselves with dignity.
The experiences of learners diagnosed with learning disabilities in a learners with special education needs (LSEN) school.
(2018) Magardie, Soraya Juditha.; Jairam, Visvaranie.
Throughout the process of learning acquisition there are always learners who experience delays with grasping new concepts and adjusting to the learning environment. This is a global phenomenon found in all education systems. These learners are usually diagnosed as having learning disabilities (LDs) and are often placed in schools for learners with special education needs (LSEN). However, the global trend is towards inclusive education, as it is thought that segregation partly contributes to the challenges faced by learners with disabilities. This study gives these learners a platform to voice how they think and feel about their diagnosis and subsequent school placement. The qualitative study was carried out at a school for LSENs in Durban, KwaZulu-Natal, South Africa, and the focal point was the perceptions and experiences of learners diagnosed with LDs. The purpose of this study was to explore the effects of labeling learners and placing them in an institution labeled as a special education school as an educational intervention. The study attempts to investigate the effects of such interventions on the social well-being and academic performance of the learners concerned. Self-determination theory (SDT) is a new focus area of psychology that centres on the development and nurturance of positive traits (Compton & Belmont, 2005), and that has been influential in educational psychology. Positive psychology has been attentive to optimistic human involvements and healthy consequences, which is a significant move in the direction of a complete understanding of human behaviour in society. SDT “specifies an organismic-dialectical meta-theory and suggests that the concept of basic psychological needs provides a useful basis for predicting whether the social environment will support optimal functioning or will, alternatively, promote maladaptation and ill-being” (Deci & Vansteenkiste, 2004). SDT underpinned this study, and informed the approach that allowed learners to voice their thoughts and feelings about their experiences at school. In so doing, the learners created their own intrinsic motivation and interest in their learning process, and were made aware of their learning environment. An interpretivist research paradigm was used, and data was analysed using thematic analysis. Data collection instruments included a focus group interview, individual interviews and semi-structured interviews, and classroom observations. The findings indicate that learners diagnosed with LDs in an LSEN school experience various feelings, the most common being initial feelings of anxiety and uncertainty. The study concludes that the separation and educational instruction of LSENs in a special education school environment does not essentially benefit them. This supports existing research that suggests that separating LSENs from their mainstream counterparts delays their development and integration into society as independent, self-supporting adults. Inclusive education systems are strongly recommended to encourage all learners to be allowed to interact and receive the same instruction, using differentiation in lesson planning to ensure that all learners are able learn at their own pace irrespective of diversity or learning ability. It is hoped that the findings of this study might be of significance to educators, policy makers and educational psychologists in raising awareness of the importance of considering learners’ views regarding their placement in LSEN schools. Key words: Learning disability, learners with special education needs (LSEN), inclusive learning environment, self-determination theory, inclusive education.
The experiences of learners' assessed as intellectually superior in a school for learners with special needs.
(2014) Sewraj, Areshnie.; Jairam, Visvaranie.
In South Africa despite the call for a paradigm shift addressing barriers to learning, whereby the needs of each learner will be incorporated into an inclusive classroom (DOE, 2001), the medical model is still dominant. The learners who experience learning difficulties are still placed in LSEN schools. It is not only learners who have below average intelligence quotient (IQ) test results who are placed in LSEN schools, but also those that have average, above average and superior IQ’s (Sheryl, Handler, Watson, & Fierson, 2011). The element of functioning in the intellectually ‘superior' range of intelligence is not taken into consideration before placement. The focus is placed on the difficulty. This study therefore looked at the experiences of learners assessed as intellectually ‘superior’ and who also experienced learning difficulties in an LSEN school and how the school promoted the competence of these learners as indicated by the IQ tests. This research was a qualitative study which positioned itself within the interpretivist paradigm. The research design was a case study of seven learners within an LSEN school who had ‘superior IQs’ and learning difficulties. The first technique utilised to generate data was semi-structured interviews. The second was document analysis of the school curriculum and the third was interviewing the therapists. Purposeful sampling was used. This study’s validity was based on trustworthiness. Inductive thematic analysis was utilized to determine the themes of this study. There were seven emergent themes that this study yielded. These were interwoven with the theoretical framework of positive psychology and refuted the relevant literature that was reviewed. Despite the placement of learners with learning difficulties being rooted in the medical model this study’s findings reflect that the learners within this LSEN School do have positive experiences and are in fact exposed a holistic approach to education. It is therefore recommended that with departmental consent those chosen government mainstream schools follow a similar type of focus to allow learners who experience difficulty to also experience success.
An exploration of the experiences of learners who witness bullying in a school in Umlazi.
(2013) Chili, Sthembile Emily.; Jairam, Visvaranie.
The issue of bullying in schools is an age old problem and it does not only occur in schools but even in the workplace. This study aims to explore the experiences of learners who witness bullying in schools and how this issue affects them psychologically, emotionally and academically. This was a qualitative study and data was collected through open-ended interviews and focus group discussions. Data for this study was collected from learners from grades eight to twelve, who had witnessed bullying. Interviews were audio taped, transcribed and analysed, and data was categorised into themes. The results of this study revealed that there were some psychological, emotional and academic problems that emanated from witnessing bullying. The trauma of watching bullying endangered the lives of the witnesses, psychologically and emotionally, meaning that it affected the way they reasoned out things. Some witnesses even pointed out that bullying compelled them to think with their hearts rather than with their minds. Ultimately, they made decisions that they regretted because they had taken those decisions when they were furious. The results also revealed that bullying negatively impacted on some learners’ academic performance. Their studies deteriorated and some ended up repeating a grade. The results of this study also revealed a lack of intervention by educators, parents and the Department of Education and more especially a lack of programmes that aimed at helping the witnesses. Witnesses of bullying in this study revealed that they were not given a voice about the issue of bullying, but seemed to be neglected despite the negative impact on them. When witnesses in this study watched bullying, their rights and freedom to think, behave acceptably and learn without disturbance were infringed upon. Witnesses in this study also proposed a number of effective and varied intervention methods. It is recommended that educators should be equipped with skills of dealing with witnesses in bullying. Witnesses should be exposed to strategies that would help in instilling assertiveness to them, so that they would have a hand in the struggle of eradicating bullying altogether in schools. Policies implemented by both the Department of Education and the school should be reinforced.
Exploring inclusive practices in the Intermediate Phase Mathematics classroom at Umlazi District.
(2018) Msomi, Nosipho Phumelele Princess.; Jairam, Visvaranie.
The study sought to explore inclusive practices in intermediate phase mathematics classrooms in Umlazi District, KwaZulu-Natal, South Africa. This study sought to explore the experiences of mathematics educators in the intermediate phase, the challenges they face in the implementation of inclusive education, and the types of support and assistance they need. The South African government has implemented numerous changes in education since the 1994 democratic elections, and adopted a policy of inclusive education in 2001. Inclusive education requires educators to ensure that their classrooms and teaching strategies accommodate all learners, regardless of their diversity, in order for all learners to succeed. This study finds that educators have been tasked with the responsibility of implementing the inclusive education policy, and have been faced with diverse challenges that have stalled the successful implementation of inclusive education. Educators need support, guidance and resources to overcome these challenges. The lack of support educators currently receive raises grave concerns regarding the quality of education in South Africa, as does the poor scholastic achievement of learners in mathematics. The aim of this study was to explore inclusive education practices in the intermediate phase mathematics classroom from the perspective of the educators. An interpretivist research philosophy was therefore used to investigate these perspectives, grounded in a social constructivist world view underpinned by the work of Lev Vygotsky. A qualitative research approach was used to construct the investigative interpretivist framework. A case study strategy was used, and qualitative data from eight mathematics teachers in the intermediate phase was generated through scheduled interviews and questionnaires. The data was analysed using thematic analysis that adhered to Braun and Clarke’s (2006) six steps. The findings of this study highlighted the need for appropriate educator training at tertiary level; on-going professional development of existing educators; provision of basic teaching resources, and specific resources for mathematics; the recognition of overcrowding, and a reduction of class sizes; the recognition that language barriers contribute enormously to conceptual gaps in mathematics, and the provision of additional resources to address this; and the need for parents to play an active and responsible role in their children‘s education.
Exploring the experiences of educators teaching sexuality education in life orientation to grade 6 and 7 learners in a selected school in the Westville ward, Pinetown district.
(2013) Sililo, Ntombifuthi Julie Jane.; Jairam, Visvaranie.
This study explored the experiences of five educators teaching sexuality education in Life Orientation to Grades 6 and 7 learners in their classrooms in a selected primary school in the Westville Ward, in Pinetown District. Sexuality education is always a sensitive issue. The advocacy for teaching sexuality education in primary schools among other things seek to address not only the issues of sexual violence directed at young people and enable learners to make informed decisions regarding sexuality, but also to create an understanding of the development of one’s body and that of others and how to live in harmony with others as sexual beings. However, the appropriateness of the content in sexuality education and how it should be communicated to learners in schools appears to continuously raise grave concerns not only for educators but also for parents and communities. Teaching sexuality education in Life Orientation to Grade 6 and 7 learners is important because most of these learners have reached puberty and some do not know how to cope with the body changes. It is also important in the sense that children like to experiment, thus if they are better informed about the issues regarding sexuality, they will acquire skills that will assist them to make informed choices and knowledge of how to handle themselves in dire situations. In addition, the escalating rate of teenage pregnancies, HIV and AIDS and sexually transmitted infections (STI’S) could harm the lives of young people. This has raised serious concerns among educators because learners are victims. Educators alluded that, unless learners are equipped with knowledge and skills which will enable them to make informed choices regarding their lives, the teaching of sexuality education would seem a fruitless exercise. Notwithstanding the above, the educators’ culture, religious affiliations, belief systems and values is often disregarded by policy designers, parents and communities. This disregard of their culture, religious affiliations, belief systems and values which inform their teaching of the subject pose a threat to the effective delivery of this subject especially because of its sensitive nature. In addition to this, there are conservatives, some religious groups and some communities and parents who are still adamant and display negative attitudes, who view the teaching of sexuality as immoral, further exacerbate the educators’ plight. In light of the above, the study was undertaken, specifically targeted at exploring the experiences of educators teaching sexuality education in Life Orientation to Grades 6 and 7 learners in a chosen school. The bio-ecological model within which the multiple systems are embedded was adopted to provide the lens through which these educators’ experiences could be viewed and understood. The study revealed that the educators as human beings function within these different systems and that their teaching of sexuality education is in turn largely influenced by families which are the microsystems which include their cultural, religious affiliations, belief systems and values which are the macro systems. The Qualitative research methodology with a case study research design informed this study. The case study was chosen because it complemented the nature of this study as it attempted to understand a single case within its natural setting. The case study research design studies the situation in depth using interviews, observation, document analysis and written narratives as data collection techniques, which are typical in this research design. The study employed these data collection techniques. Findings from this study revealed that the educators’ experiences of teaching sexuality education in Life Orientation are indeed influenced by their cultures, religious affiliations, belief systems and values. Educators expressed their frustrations with regards to the teaching of sexuality education citing that the difficulties they experience are the result of the nature of the content taught and lack of proper consultation and guidance from parents, community structures and education personnel in teaching this subject.
Expressive english language skills in the inclusive intermediate phase classroom.
(2018) Mbili, Thamekile Patricia.; Jairam, Visvaranie.
The 1994 democratic election brought significant changes to South Africa, and one of the main areas of focus was transformation in education. Inclusive education was adopted as the foundational policy for ensuring that all learners, regardless of race, socio-economic background, gender, or level of ability, could be successfully educated within an inclusive education system. However, the implementation of this policy has not been successful, and learners still experience overwhelming barriers to learning. One of these barriers is a language barrier. The language of learning and teaching (predominantly English) is not the home language of the majority of South African learners. Learners often find it difficult to express themselves in English, and to understand English at the appropriate level, and so the language of learning and teaching has become a significant barrier to successful teaching and learning. This study therefore sought to understand the experiences of the educators who teach learners whose home language is different from the language of learning and teaching. A qualitative approach informed by a critical research paradigm was adopted for this study. A purposive sampling strategy was used to select seven participants from the target population: English FAL educators with three or more years of teaching experience in the intermediate phase. Three data collection instruments were used to gather information from the participants: questionnaires, one-on-one structured interviews, and classroom observations. The data was analyzed using thematic analysis, and the interpretation of the results was informed by Ubuntu philosophy. The results indicated that educators in the intermediate phase experience significant challenges in trying to overcome the barriers to learning created by using English, a first additional language, as the language of learning and teaching. These challenges are related to a lack of training in the practical implementation of inclusive education; the lack of adequate expressive English language skills of the intermediate phase learners; frustration and disengagement on the part of learners; overcrowded classrooms and a lack of resources; and a lack of support from parents and the wider educational community. The study recommends that educators receive professional development and training in the implementation of inclusive education; that all stakeholders (parents, learners, educators, government officials and school governing bodies) collaborate in addressing the language barrier; that English should be introduced as the language of learning and teaching in the foundation phase; that overcrowding in classrooms be addressed; and that input from educators should inform policies related to language and inclusion.
Foundation phase educators’ understanding of emotional intelligence.
(2022) Naidoo, Verusha.; Jairam, Visvaranie.
Emotional intelligence is a relatively new concept of interest within the educational context as it is believed to promote growth and development in both educators and learners The purpose of this study was to explore foundation phase educators’ understanding of emotional intelligence. It sought to develop an understanding of the ways in which foundation phase educators conceptualise emotional intelligence in order to enhance the growth and development of both educators and learners. Teachers often experience high levels of stress due to the demanding nature of their jobs. They are continuously pressed for time, experience heavy workload, unruly learners and have to cater to the demands and expectations of parents. Extant literature indicates that emotional intelligence has the ability to enhance personal, social, and academic performance. However, there is no evidence of studies that have been conducted with foundation phase Educators and their understanding of emotional intelligence. Mayer and Salovey’s ability model of emotional intelligence was chosen for this study as it is closely aligned with the purpose of this study, which was to explore foundation phase educators’ understanding of emotional intelligence. The model conceptualises emotional intelligence as a form of intelligence as it involves a series of mental abilities. This study underpinned a qualitative approach located within an interpretivist paradigm. Eight foundation phase educators from an independent school in the Umlazi District were selected as participants using purposive sampling. Through the use of semi-structured interviews and focus group discussions this study intended to interpret and describe how the concept of emotional intelligence is understood by foundation phase educators and why it is understood in the way that it is. The findings indicate that foundation phase educators are aware of important aspects of emotional intelligence and acknowledge the value of possessing or developing their emotional intelligence skills for effective teaching and learning. However, they lack a deep understanding of emotional intelligence which implies that their exposure to emotional intelligence skills and/or training is limited. It was suggested that educators engage in appropriate emotional intelligence teacher training to develop a critical understanding of the concept and what it entails and also be included in emotional intelligence curriculum development to implement a relevant and appropriate emotional intelligence curriculum for foundation phase learners.
From OBE to CAPS : educators' experiences of the new life skills curriculum in the foundation phase.
(2013) Krishna, Afsana Rabi.; Jairam, Visvaranie.
South Africa has undergone many changes in the past decade in terms of political, economic and educational transformations. The year 1994 was the turning point in which our education system underwent a major paradigm shift. The sands have been shifting in education ever since, beginning with the National Curriculum Statement, then the introduction of OBE and Curriculum 2005 and the most recent, CAPS. The question that intrigued me about curriculum change was how educators experienced these changes. This study therefore explored how educators experienced curriculum change in South Africa, particularly how they experienced the new Life Skills curriculum in the Foundation Phase. The following research questions were addressed in this study: 1) What are grade one educators’ experiences of the new CAPS Life Skills curriculum? 2) Why do educators experience the new curriculum the way they do? A qualitative research approach was used, making use of a case study design. Participants were purposely selected using non-probability sampling. Semi-structured interviews and diaries were used as data collection methods. The data from this study revealed that educators experienced challenges in terms of the content, planning and preparation, assessment and dealing with contextual factors in the classroom. It was also found that educators experienced a lack of training and support in implementing the new Life Skills curriculum. A positive experience was that educators enjoyed teaching Life Skills. It was also found that educators welcomed and embraced curriculum change.
An inclusive learning environment for culturally and linguistically diverse learners.
(2018) Chetty, Jade Crystal.; Jairam, Visvaranie.
Learners with cultural and linguistic diversities face many challenges in a classroom environment that is not inclusive of their needs. Therefore, this study gives these learners a voice, one that expands their language and cultural beliefs while they are still learning to their full potential. Teachers play a pivotal role in creating this environment for learners, and this study therefore includes teachers in the process of overcoming cultural and linguistic barriers. The study was carried out at a public school in Durban, South Africa, and a qualitative research approach was adopted. This study had a sample size of 5 learners and 3 teachers. This research was unpinned by a critical paradigm, as the researcher wanted to bring about change for these learners. An asset-based approach was used to frame this study, as the researcher wanted to identify the assets in learners and teachers, and mobilise these assets to bring about change. The findings of this study identified the current experiences of the learners and the teachers. Some of the major challenges for learners and teachers were language barriers, the lack of parent involvement, cultural diversity, and the negative attitude of learners. The findings also indicated that a sense of belonging is imperative for learners to function at their full potential. Learners need to be able to participate in the classroom academically and on the playground socially without feeling marginalised because of their cultural and linguistic diversity. Learners also need to have positive relationships with their peers and teachers at school. The findings indicated the practices that can be seen as assets to overcome these challenges, and that can be adopted by teachers and learners. Information and communications Technology (ICT) was identified as essential in making the classroom inclusive, as it has the ability to include diverse languages and cultures within the classroom. Secondly, learners wanted posters in diverse language and cultures to be present in the classroom, to be used as teaching tools to help learners with vocabulary learning, especially through incidental learning. Lastly, learners teaching learners,‖ which is also known as peer teaching, can be utilised as a teaching method for learners who experience language barriers, and for learners in the process of change. In concluding this study, it is recommended that teachers try to use the learners‘ home language in combination with the language of teaching and learning for learners to fully comprehend their subjects. Language and culture are closely linked, where language can be seen as a representation of one‘s culture. People have their own diverse cultures, and hence their own diverse languages. This research therefore emphasises the importance of integrating strategies that will enhance the learning environment for culturally and linguistically diverse learners. This will encourage the learners to progress and learn at their full potential, while still maintaining positive relationships with their school community.
Investigating educators' experiences of teaching learners who have barries to learning at a public secondary school in Newlands West.
(2016) Naidu, Soshendri.; Jairam, Visvaranie.
The South African government underwent numerous changes since the 1994 democratic elections and the integral focus was placed on the Department of Education, among other things. In an attempt to overcome the inequalities citizens faced, an insistent and peremptory request was made for the provision of quality education. The implementation of the policy document White Paper 6: Special Needs Education (Department of Education, 2001a) became part of the education system’s nationwide response in addressing previous injustices. The inclusion of learners who face barriers to learning was of paramount importance. Years after the implementation of inclusive education, educators were faced with multifarious challenges that hindered its success and were in need of the necessary support, guidance and assistance in an attempt to overcome these challenges. This raises much concern regarding the quality of education in the country. In that view, this study sought to understand the experiences of educators who teach learners who face different challenges in their learning, as well as the types of support, guidance and assistance needed. The focus of this study was embedded in the experiences of educators; the study thus adopted a case study, located within the interpretive approach. The study embraced the qualitative research design as it aimed at attaining in-depth and descriptive experiences of individual participants. The sample size consisted of 5 educators who participated in one on one semi-structured interviews, sharing their experiences of teaching learners with barriers to learning. The respondents also engaged in a focus group discussion which also entailed a photo language activity relating to the implementation of inclusive education and their experiences. Classroom observations also formed part of the data collection methods which yielded rich relevant data pertaining to the topic. The collected data were then analysed thematically, followed by the viewing of the data through the lens of the social constructivism theory and the systems theory. The results of the study indicated that educators experienced a vast array of challenges in teaching learners with barriers to learning; these ranged from socio-economic (violence, orphans, poverty), environmental to educational difficulties. The findings also revealed that educators are in need of professional development and training to achieve and reach the expectations stipulated by the Department of Basic Education. Specific assistance is required by educators in the areas of planning lessons, variant teaching styles and the setting of assessments that meet the diverse learner needs. Furthermore, the collaboration of various sectors was seen as mandatory: professional services such as psychologists, the Department of Education, improved funding, clear and updated policies and issues of overcrowded classes need to be addressed as a matter of urgency. Overall, the challenges experienced by the educators seem to be a major hindrance to the success of the inclusive education as there are many unfolding gaps between policy and practice, which obviously demand attention. Based on the findings of the study, it was therefore recommended that educators require more empowerment to fulfil their roles with regard to the knowledge of Inclusive Education. There is a need for active engagement of all stakeholders (parents, teachers, learners, department oficials and SGB). Educators are in need of assistance in planning of lessons, teaching styles and assessments. The need for the active involvement of counsellors, psychologists and social workers in assisting with learners who have barriers to learning has become greater. Overcrowded classes to be relooked at as the effects of overcrowded classes are far reaching. A strategic plan of dealing with disruptive learner behaviours is also needed. The call for collaboration with seniors is said to be mandatory. Educators require training to meet the expectations stipulated in the policy of Inclusive Education.The final recommendation made by this study eludes itself to funding to improve the infrastructure, facilities, resources and services to meet the needs of diverse learner populations.
An investigation of educators' constructions of their pastoral role in an under-resourced school.
(2014) Shezi, Sindiswa Mbali.; Jairam, Visvaranie.
Pastoral care is rather a difficult construct to define and the actions that bring this construct to life are no less difficult to identify. This study therefore sought to explore educators’ constructions of their pastoral role in an under-resourced school and also sought to identify the ways in which educators navigate this role. Since the focus was on the constructs offered by educators, this study adopted a single case study design embedded in the interpretive approach. A total of 6 educators were selected using non-probability sampling method and one to one interviews were conducted to investigate their constructions of pastoral care. The participants also engaged in a focus group discussion with the use of images pertaining to the implementation of pastoral care. Once the data was gathered, it was thematically analysed and the social constructionist theory was the lens through which the data was viewed. The findings revealed that educators made reference to constructs such as counseling, guidance and moral development in their overall construction of pastoral care with minimal distinction between these constructs. Furthermore, altruism and compassion appeared to be the main constructs attached to pastoral care which were evidenced in the form of educators giving uniforms and lunch to learners, listening to learners presenting with different problems and empathising with them. Overall, each educator had their own construction of pastoral care and concluding on one construct as the definition of such a broad term appeared limited as pastoral care is an umbrella for all humanitarian actions.
Pre-vocational education: teaching experiences of novice pre-vocational teachers at pre-vocational school.
(2013) Pillay, Sargoonam.; Jairam, Visvaranie.
Pre-vocational education is the context in which the research was undertaken. The study explored how novice pre-vocational teachers experienced their teaching at one pre-vocational school. The literature review provided insight into aspects of pre-vocational education, experiences of novice teachers and the policy of inclusive education. It was also discovered that there is a lack of literature pertaining to pre-vocational education in South Africa. The qualitative data was examined through the lens of complexity theory which lent an understanding of how novice pre-vocational teachers navigated their way in a new and unfamiliar environment. The data also revealed that problems existed in pre-vocational education. The findings revealed that despite the challenges faced by novice pre-vocational teachers, a state of order emerged from the chaotic conditions. In making recommendations, it was noted that guidance and mentoring of novice pre-vocational teachers are vital in the teaching of learners with special education needs. It was further recommended that a needs analysis of pre-vocational education be conducted by the Department of Education.
Promoting literacy using short messaging services in rural learners with reading difficulties.
(2019) Ntuli, Thobekile Leanet.; Jairam, Visvaranie.
In most rural primary schools, learners reach Intermediate Phase lacking reading and writing abilities, when reading is a core element of their education. Learners who have inabilities to read are conceptualized as ‘learners with reading difficulties.’ The purpose of this qualitative research study was to explore the experiences and perceptions of rural learners with reading difficulties in using Short Messaging Services (SMS) in promoting literacy. The study was conducted in one rural public primary school of Ngome, Greytown area in South Africa. The study used three learners as participants. This research study was underpinned by the interpretivist paradigm and was foregrounded by the theory which was social constructivism. Data was collected through observation and open – ended interviews on the experiences and perceptions of learners in using SMS to learn literacy. Data on observation and interview transcripts were analysed by means of content and thematic analysis. Findings indicated that the use of SMS had turned learners with reading difficulties to be active citizens, as they were participating actively in all activities, enjoyed receiving messages (SMS), reading them, typing and sending responses. Analysis of findings revealed that learners with reading difficulties need individual attention when reading, while being hands on. Recommendations indicate that digital learning and stimuli are highly needed to accommodate diversity in a general classroom. SMS provides hands – on learning to learners. SMS encourages active participation of learners in each subject taught.
The psychosocial experiences of teenage learners in two selected secondary schools in the Ubumbano circuit at Impendle.
(2014) Dlamini, Nhlanhla Aaron.; Jairam, Visvaranie.
This study sought to explore and understand the psychosocial experiences of teenage mothers who have been pregnant while at school and find out how they have navigated these experiences in their academic lives. The study was conducted in two selected secondary schools in the Ubumbano circuit at Impendle. Research designs were plans that are used by the researcher to collect data. The research approach which was used in this study was qualitative and attempted to produce subjective data through involving the opinions, feelings and experiences of teenage mothers, which was underpinned by the interpretive paradigm. The narrative inquiry was employed in generating research data, since it is a discipline within a qualitative approach. The experiences were explored at three levels namely the discovery phase, delivery phase and post-pregnancy phases. Connelly and Clandinin (1990) indicated that narratives enable the researcher to discover and understand the inner world of the individual (teenage mothers). This methodology gave meaning to events and circumstances and personalised data, providing an understanding of how an experience was lived (Roux, 2011). The participants in this study included six learners who were pregnant while in school. The six learners were sampled purposively. The study used the following tools: semistructured interview and questionnaire. The study employed an inductive data analysis plan which is underpinned by the qualitative study. Therefore in this study data was analysed by the researcher using themes that emerged from data collected, and data was related to the theory of Erickson psychosocial development which was used as a framework for this study. A thematic analysis was used to analyse the audio taped data from the transcribed interviews. The key findings showed that the learners experienced emotional problems in various forms concerning their pregnancy. Some of the learners experienced support from their immediate members such as parents, friends, educators and the father of the child. Furthermore learners experienced challenges around the caring demands of the baby and the schoolwork which could have resulted in them dropping out of school. However, all teenagers succeeded even though they had experienced emotional problems, financial difficulties, childrearing problems and school demands as well. These participants demonstrated strong ability in facing these situations irrespective of whatever complications stood against them.