Browsing by Author "Heynes, Kim"
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- ItemDie impak van die ‘institusionele habitus’ van ’n werkersklasskool op die opvoedkundige wording van hul studente in ’n plattelandse dorp(Stellenbosch : Stellenbosch University, 2019-04) Heynes, Kim; Fataar, Aslam; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.ENGLISH ABSTRACT : This study focuses on the impact of the institutional habitus of a working-class school in a rural town on the educational achievement of its students. The history of a country such as South Africa forms an important part of students’ humanity and ontology as citizens of the country, but more specifically as individuals embedded in various areas and educational communities of importance. Although apartheid was ended by democracy more than 20 years ago, it is still relevant to the progress of education in South Africa. South Africa is still trapped in a system in which education within workingclass institutions, such as schools, is produced to serve middle-class interests. The endemic nature of educational inequalities is highlighted by a large number of researchers, but a concrete discussion of a navigation route for equalising the playing field in relation to students' post-school aspirations remains elusive. The study is therefore underpinned by Bourdieu's trilogy – field, habitus, and capital – to determine how the institutional habitus of a working-class school shapes students' educational aspirations. The analytical lens is based on field and the impact it has on students' position in the social hierarchy of society. The lens is then sharpened to (institutional) habitus and capital in order to emphasise how the educational platform of the school is the foundation for students' future educational pathways. The study is placed in the qualitative interpretative paradigm in order to collect sound theory and data that is valid and desirable. Through the semi-structured interview method, the study thus shows that working-class students in Ida’s Valley are negatively affected by the social hierarchy of society. This flows into the institutional space of the school, where students enter the school from a lower hierarchical position. The data further shows that the school encourages educational inequalities through its disregard for an inclusive culture, which then underlies the students' future educational pathways. This has a negative impact on the educational formation of working-class students. Thus, students struggle to fight back against the dispositioned stream of education in South Africa in the midst of the positional impact of their town and school's unstable educational platform through the limited capital they own. For working-class students in Ida’s Valley, the prospect of a stable education is a cherished dream that rarely is realised.
- ItemDie opvoedkundige navigasiepraktyke van leerders in 'n landelike laerskoolkonteks in beleerde omstandighede(Stellenbosch : Stellenbosch University, 2022-12) Heynes, Kim; Fataar, Aslam; Joorst, Jerome; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.ENGLISH ABSTRACT: Education reform has been negotiated in complex ways in the South African context for more than two decades. The history of education in South Africa forms an important part of our socialisation and life approaches as citizens of the country, but specifically as individuals embedded in various educational communities within specific geographical contexts. This study examines the educational navigation practices of five primary school learners in a Stellenbosch rural farm context. Their educational navigation practices were explored by focusing on their use of their cultural and educational resources, specially how they constructed their aspirant educational pathways amidst their impoverished family context on the farms and in their schools. Given the limitations that the farm context as a social and educational ‘field’ imposes on them, these learners use various techniques to mediate the harsh circumstances of their living environments. To explore these learners' mediation of their educational pathways, I draw on the theoretical tools provided by Pierre Bourdieu, especially his concepts 'field', 'habitus' and 'capital'. I proceed to show how the learners make habitus shifts in their constrained field that enable them to build learning identities to counteract the limitations of the field, thereby opening a viable, yet complex, educational path. The study on which this thesis was based is founded on a multi-spatial ethnographic and interpretive methodological approach. I explored how the learners continue to show agency despite the limitations set. These learners show that they are active mediators of their context. They are active collaborators and speak against the structures of their life contexts. The thesis argues that the learners were able to build an educational pathway for themselves as foot soldiers of a two decade-old apartheid differentiation.