Exploring the educational engagement processes at a former Model C high school in Cape Town
Thesis (MEd)--Stellenbosch University, 2016
ENGLISH ABSTRACT : The purpose of this research study was to explore the ‘educational engagement’ processes at a former Model C high school in Cape Town. This research study focused on the challenges experienced by Model C schools to adapt their apartheid era institutional functioning in service of white children, to the vastly diverse racial and classed contexts of the students who now attend these schools. It could be argued that the capital misalignments – i.e. the gap between the school’s functional culture and the cultural identities of the students - at Model C schools are enormous. Model C schools have been struggling to adapt their cultural and functional registers to accommodate and engage students in education. Stemming from the above, this study investigated how a former Model C high school has gone about laying an institutional and functional platform in light of the students’ demographic composition. Based on a qualitative case study, this research also considered the nature of its curriculum and pedagogical engagement platform and how this has accommodated itself within its deracialised context. The study provides an analysis of the ways in which a former Model C high school adapted its functional platform with regards to its changing class and racial composition of students in the post-apartheid period. This research study makes use of ‘capital alignment practices’, a Bourdieu-inspired concept, to refer to the functional and pedagogical adaptations of an institution in light of its deracialised student composition, which is believed to be largely out of sync with the Afrikaner-base that the school was originally intended to serve.
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