Disadvantaged Black- African learners’ experiences of social inclusion and exclusion in former model-C schools in Pretoria: a socio-economic perspective.

Abstract

The reimagining of Inclusive Education in modern society moves beyond the static positioning of understanding inclusion as the integration of learners with learning barriers but as inclusion and integration of disadvantaged, marginalised, and vulnerable learners. Research reveals that the lived experiences of disadvantaged Black-African learners enrolled in former white-only (ex-Model C) schools in South Africa do not mirror the robust legislative and transformative policy frameworks that guide Inclusive Education. The learners' experiences have been met with hesitation, ignorance, and reluctance, resulting in exclusion, marginalisation, and stigmatisation. Using the concept of Inclusive Education and Crenshaw's Theory of Intersectionality as a framework lens, this qualitative study takes a new turn to Inclusive Education and seeks to establish how disadvantaged Black-African learners experience social inclusion and exclusion in ex-Model C schools in Pretoria and further explore how such experiences (social inclusion and exclusion) inform their overall schooling journey. Seeing the world as being shaped by political, cultural, and socio-economic context, this study used a critical paradigm to engage seventeen grades 10 and 11 black-African learners who were selected using the purposive sampling technique from two ex-Model C schools in Pretoria chosen as research sites. Using three data collection methods: Photo elicitation, focus group discussions, and individual semi-structured interviews, the study gained firsthand data that allowed access to participants insights for responses to the two critical research questions. The data was analysed using the six steps of thematic analysis, which yielded three broad themes. Each theme delves into how race and low socio-economic status form an intricate interplay of social inclusionary and exclusionary experiences and how these experiences inform the schooling journey of Black- African learners in ex-Model C schools. This study found that in search of quality education, Black-African learners venture into uncharted waters with multifaceted experiences that are both inviting and uninviting. The study reveals that Black-African learners acknowledge the quality of teaching, wider extra-curricular options, and social services as contributing to their social inclusionary experiences. However, the interconnected complexities of race, language, and cultural differences continue unabated. Class and racial disparities continue to provide a platform for politics of the school uniform and increased incidents of classism and class-related stereotypes resulting in perceived vulnerability and psychosocial challenges. Despite these unwelcoming experiences, the study reveals how the participants demonstrate an agency to navigate the space and resist their marginalised identities. This included developing a network of friends with a shared struggle for affirmation and (Re)constructing identity and voice to increase one's sense of belonging. Based on these findings, the study concludes with implications that pave the way for more inclusive and informed support systems that are culturally responsive - enacting school-based Continuous Professional Teacher Development (CPTD) programs that allow flexibility to respond to individual learners' abilities, needs, and interests while honouring inclusive policies. As part of continuous curriculum transformation and development, researchers can explore more ways of enacting inclusive pedagogy and cultivating professional and authentic relationships that strategically leverage power, learner voices, and efficacy needed to meet the educational needs of all learners.

Iqoqa. Ukucatshangelwa kabusha Kwemfundo Ebandakanyayo (i-IE) emphakathini wanamuhla kudlulela ngale kokuma kokuqonda ukufakwa njengokuhlanganiswa kwabafundi abanezithiyo zokufunda kodwa njengokufakwa nokuhlanganiswa kwabafundi ababencishwe amathuba, ababukelwa phansi, nabasengozini. Izincwadi ezitholakalayo ziveza ukuthi izipiliyoni zabafundi abamnyama base-Afrika abavela ekilasini eliphansi lezenhlalo-mnotho ababhalise ezikoleni ezazinabamhlophe bodwa (ababeyimodeli C) eNingizimu Afrika azifani nemithetho eqinile nezinhlaka zenqubomgomo eziguqulayo eziqondisa i-IE. Okuhlangenwe nakho kwabafundi kuhlangatshezwe nokungabaza, ukungazi, kanye nokungabaza, okuholele ekukhipheni inyumbazane, ukucwaswa, kanye nokucwaswa. Kusetshenziswa umqondo we-Inclusive Education (IE) kanye nethiyori ye-Intersectionality kaCrenshaw njengelensi yohlaka, lolu cwaningo lwekhwalithethivu luthatha ithuba elisha ku-IE futhi lufuna ukuthola ukuthi abafundi abamnyama base-Afrika abangathathi ntweni bakuthola kanjani ukufakwa emphakathini kanye nokungafakwa ezikoleni ezaziyi-Model C ePitoli futhi lihlole ukuthi ulwazi olunjalo (ukufakwa komphakathi nohambo lwabo lokukhishwa esikoleni lulonke lukwazisa kanjani. Ngokubona umhlaba ulolongwa umongo wezepolitiki, amasiko, kanye nenhlalo-mnotho, lolu cwaningo lusebenzise ipharadaymu ebucayi ukuze kubandakanye abafundi abansundu base-Afrika bebanga le-10 nele-11 abaqokwe kusetshenziswa indlela yesampula eyinhloso ezikoleni ezimbili ezaziyimodeli C ePitoli ezikhethwe njengezizinda zocwaningo. Kusetshenziswa izindlela ezintathu zokuqoqa idatha: Ukunxenxa izithombe, izingxoxo zamaqembu okugxilwe kuwo, kanye nezingxoxo ezingahleliwe, ucwaningo luzitholele mathupha idatha evumela ukufinyelela emibonweni yabahlanganyeli ukuze uthole izimpendulo zemibuzo emibili yocwaningo olubucayi. Idatha yahlaziywa kusetshenziswa izinyathelo eziyisithupha zokuhlaziywa kwetimu, okuveze izindikimba ezintathu ezibanzi. Indikimba ngayinye idingida ukuthi ubuhlanga nesimo senhlalomnotho esiphansi kwakha kanjani ukusebenzisana okuyinkimbinkimbi kokuhlangenwe nakho okubandakanya umphakathi kanye nokungabandakanywa nokuthi lezi zipiliyoni zilwazisa kanjani uhambo lwesikole lwabafundi abamnyama base-Afrika ezikoleni ezaziyimodeli C. Kuyathakazelisa ukuthi lolu cwaningo luthole ukuthi ekufuneni imfundo esezingeni eliphezulu, abafundi abamnyama base-Afrika bangena emanzini angaziwa anolwazi oluningi olukhangayo futhi olungamemi. Lolu cwaningo luveza ukuthi abafundi bama-Afrika abamnyama bayalivuma ikhwalithi yokufundisa, izinketho ezibanzi ze-extra-curricular, kanye nezinsizakalo zezenhlalakahle njengokunikela ekuhlangenwe nakho kwabo okubandakanya umphakathi. Nokho, ubunkimbinkimbi bokwehluka kohlanga, ulimi, namasiko buyaqhubeka ngokunganqamuki. Ukwehlukana kwezigaba nezinhlanga kuyaqhubeka nokuhlinzeka ngenkundla yepolitiki yomfaniswano wesikole kanye nezigameko ezandayo zokuhlukana ngokwezigaba kanye nezinkolelo-ze ezihlobene nekilasi okuholela ekubonakaleni sengozini kanye nezinselele ezingokwengqondo nezenhlalo. Ngaphandle kwalokhu kuzizwisa okungamukelekile, ucwaningo luveza ukuthi ababambiqhaza babonisa kanjani i-ejensi ukuze bazulazule esikhaleni futhi bamelane nobunikazi babo obucwaswayo. Lokhu kwakuhlanganisa ukwakha inethiwekhi yabangane ngomzabalazo owabiwe wokuqinisekisa kanye (Re) nokwakha ubuwena nezwi ukuze kwandiswe umuzwa womuntu wokuba ngowabanye. Ngokusekelwe kulokhu okutholakele, ucwaningo luphetha ngemithelela evula indlela yezinhlelo zokusekela ezibandakanya wonke umuntu nezinolwazi ezisabela ngokwesiko – ezisungula izinhlelo ezisekelwe esikoleni ezithi Continuous Professional Teacher Development (CPTD) ezivumela ukuguquguquka kokuphendula emakhonweni, izidingo, kanye nezithakazelo zomfundi ngamunye kuyilapho kuhlonishwa izinqubomgomo ezibandakanya wonke umuntu. Njengengxenye yoguquko oluqhubekayo nokuthuthukiswa kwekharikhulamu, abacwaningi bangahlola izindlela eziningi zokwenza izifundo zokufundisa ezibandakanya bonke abantu kanye nokuhlakulela ubudlelwano bomsebenzi nobuqiniso obuthuthukisa amandla ngamasu, amazwi abafundi, kanye nempumelelo edingekayo ukuze kuhlangatshezwane nezidingo zemfundo zabo bonke abafundi.