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Township families’ domestic support practices of their children’s schooling

dc.contributor.advisorFataar, Aslamen_ZA
dc.contributor.authorSonamzi, Batandwaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. Education Policy Studiesen_ZA
dc.date.accessioned2016-12-22T13:11:56Z
dc.date.available2016-12-22T13:11:56Z
dc.date.issued2016-12
dc.identifier.urihttp://hdl.handle.net/10019.1/100071
dc.descriptionThesis (MEd)--Stellenbosch University, 2016en_ZA
dc.description.abstractENGLISH ABSTRACT : This thesis provides an analysis and discussion of how the domestic practices of township families build forms of capitals that support their children’s schooling. The thesis discussion responds to the question: How do families’ domestic practices in improvised township families provide support for their children’s schooling? Drawing on Yosso’s (2005) community cultural wealth model and Bourdieu’s notion of cultural capital, this study challenges the deficit view of how township families support their children’s schooling and shows how the domestic support practices of impoverished families, as forms of assets, build cultural capital that enable their children to achieve at school. The findings of this study show that parents in impoverished circumstances draw on alternative forms of capitals, namely; aspirational, linguistic, familial and social capital as networks, resources, skills and abilities to build the cultural capital that positions their children successfully at school. This qualitative research study is situated in the interpretive paradigm. Through purposeful sampling, four families in a township community in the Western Cape were selected. I conducted in depth semi-structured interviews with the parents, family members and other adults who play a significant role in supporting their children’s schooling. This study provided an alternative view of township living and families’ domestic practices to show that impoverished families possess and utilise an array of knowledge, skills and abilities and social networks that build cultural capital which positions their children as average performers at school.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming geskikbaar nieaf_ZA
dc.format.extent99 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectTownship families -- Emotional support -- South Africaen_ZA
dc.subjectSchool children -- South Africaen_ZA
dc.subjectEducation -- Parent participation -- South Africaen_ZA
dc.subjectUCTDen_ZA
dc.subjectBourdieu, Pierre -- 1930-2002en_ZA
dc.titleTownship families’ domestic support practices of their children’s schoolingen_ZA
dc.typeThesisen_ZA
dc.rights.holderStellenbosch Universityen_ZA


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