Die navigasiepraktyke van leerders uit arm, landelike gebiede
Date
2017
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
LitNet
Abstract
Hierdie artikel handel oor ’n groep arm, landelike leerders se belewing van hulle skoling in ’n landelike woongebied. Dit beskryf die hoërskoolleerders se aanpassings- en navigasiestrategieë in eendimensionele eendersmakende skoolomgewings wat dikwels nie leerders se unieke vorme van kapitaal in ag neem nie. Met behulp van etnografiese metodes ondersoek hierdie bydrae hoe dié leerders hulle posisioneer in én sin gee aan ’n skoolstelsel wat almal oor dieselfde prestasiegedrewe kam skeer. Bourdieu se teoretiese lens van gebied, habitus en kapitaal is gebruik om aan te voer dat leerders uit arm, landelike gebiede se navigasiepraktyke verstaan behoort te word aan die hand van die wisselwerking tussen hulle liggame en die gebied waarin hulle funksioneer. Bourdieu se teorieë word in die artikel meer breedvoerig verduidelik. Die klem van die artikel val op hoe die leerders se beperkende leeromgewings hulle dwing om navigasiepraktyke te skep om deur hulle skoolloopbane koers te hou. Dít behels onder meer die gebruik van alternatiewe vorme van kapitaal soos strewing, geloof en verbeelding as ’n platform om ’n sogenaamde selfgeskoolde habitus te ontwikkel.
This article is about five rural high school learners’ lived experiences of their schooling in a rural low-socio-economic residential area on the west coast of South Africa. It describes their adaptive and navigational strategies in one-dimensional assimilatory school environments. The author argues that this learning environment fails to acknowledge or take into account the learners’ unique forms of capital that they bring from their homes and communities. Despite poor academic results by learners from poor, rural backgrounds together with popular media often positioning them as deficient in the schooling system, this article suggests that it is these unique forms of capital which are central in supporting such learners to remain in school and that these generalisations often conceal an undiscovered world of navigational strategies that these learners use to stay on course, and that is the focus of this investigation.
This article is about five rural high school learners’ lived experiences of their schooling in a rural low-socio-economic residential area on the west coast of South Africa. It describes their adaptive and navigational strategies in one-dimensional assimilatory school environments. The author argues that this learning environment fails to acknowledge or take into account the learners’ unique forms of capital that they bring from their homes and communities. Despite poor academic results by learners from poor, rural backgrounds together with popular media often positioning them as deficient in the schooling system, this article suggests that it is these unique forms of capital which are central in supporting such learners to remain in school and that these generalisations often conceal an undiscovered world of navigational strategies that these learners use to stay on course, and that is the focus of this investigation.
Description
CITATION: Joorst, J. 2017. Die navigasiepraktyke van leerders uit arm, landelike gebiede. LitNet Akademies, 14(3):718-737.
The original publication is available at https://www.litnet.co.za
The original publication is available at https://www.litnet.co.za
Keywords
Education -- Social aspects -- South Africa -- Western Cape, Rural schools -- South Africa -- Western Cape, Education, Rural -- South Africa -- Western Cape, Rural poor -- Education -- South Africa, Rural youth -- Education -- Social aspects -- South Africa
Citation
Joorst, J. 2017. Die navigasiepraktyke van leerders uit arm, landelike gebiede. LitNet Akademies, 14(3):718-737.