Die opvoedkundige navigasiepraktyke van leerders in 'n landelike laerskoolkonteks in beleerde omstandighede

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dc.contributor.advisorFataar, Aslamen_ZA
dc.contributor.advisorJoorst, Jeromeen_ZA
dc.contributor.authorHeynes, Kimen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2022-11-07T06:47:53Z
dc.date.accessioned2023-01-16T12:42:08Z
dc.date.available2022-11-07T06:47:53Z
dc.date.available2023-01-16T12:42:08Z
dc.date.issued2022-12
dc.descriptionThesis (PhD)--Stellenbosch University, 2022.en_ZA
dc.description.abstractENGLISH 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.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Onderwyshervorming is al meer as twee dekades op komplekse maniere in die Suid-Afrikaanse konteks onderhandel. Die geskiedenis van onderwys in Suid-Afrika vorm ’n belangrike deel van ons sosialisering en lewensbenaderings as burgers van die land, maar spesifiek as individue wat in verskeie opvoedkundige gemeenskappe binne spesifieke geografiese kontekste ingebed is. Hierdie studie ondersoek die opvoedkundige navigasiepraktyke van vyf laerskoolleerders in ’n Stellenbosse landelike plaaskonteks. Dit ondersoek die jong leerders se opvoedkundige praktyke in die landelike boerderykonteks. Hul opvoedkundige navigasiepraktyke is ondersoek deur te fokus op hulle gebruik van hul kulturele en opvoedkundige hulpbronne, veral hoe hulle hul aspirant opvoedkundige paaie te midde van hul verarmde gesinskonteks op die plase en in hulle skole gebou het. Gegewe die beperkings wat die plaaskonteks as ’n sosiale en opvoedkundige 'veld' op hulle plaas, gebruik hierdie leerders verskillende tegnieke om die moeilike omstandighede van hul leefomgewings te bemiddel. Om hierdie leerders se opvoedkundige padbemiddelings te verken, maak ek gebruik van teoretiese instrumente wat deur Pierre Bourdieu verskaf word, veral sy konsepte 'veld', 'habitus' en 'kapitaal'. Ek gaan voort om te wys hoe die leerders habitusverskuiwings in hul beperkte veld maak wat hulle in staat stel om leeridentiteite te bou teen die beperkings van die veld, en sodoende 'n lewensvatbare, maar tog komplekse, opvoedkundige pad oopmaak. Die studie waarop hierdie tesis gebaseer is, is gegrond op 'n multi-ruimtelike etnografiese en interpretatiewe benadering. Ek ondersoek hoe die leerders voortgaan om agentskap te toon, ten spyte van die beperkings wat gestel is. Hierdie leerders toon dat hulle aktiewe bemiddelaars van hul konteks is. Hulle is aktiewe meemakers en praat teen die struktuur van hulle lewens kontekste. Die tesis argumenteer dat die leerders die vermoe het om ’n opvoedkundige pad vir hulself oop te baan as voetsoldate van ’n twee dekade-oue apartheidsdifferensiasie.af_ZA
dc.description.versionDoctoralen_ZA
dc.format.extentvii, 207 pages : illustrationsen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/125938
dc.language.isoaf_ZAaf_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectEducation -- History -- South Africaen_ZA
dc.subjectEducation -- Political aspects -- South Africaen_ZA
dc.subjectLearning -- Psychological aspectsen_ZA
dc.subjectEducation, Rural -- Social aspects -- South Africaen_ZA
dc.subjectRural schools -- South Africaen_ZA
dc.subjectSchool children -- Rural conditions -- South Africaen_ZA
dc.subjectUCTD
dc.titleDie opvoedkundige navigasiepraktyke van leerders in 'n landelike laerskoolkonteks in beleerde omstandighedeaf_ZA
dc.typeThesisen_ZA
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Doctoral Degrees (Education Policy Studies)