Browsing by Author "Rinquest, Elzahn"
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- ItemDie gemarginaliseerde posisionering van onderwysers by ’n spesiale skool in Kaapstad deur neoliberale bestuurspraktyke(LitNet, 2021) Rinquest, ElzahnIn hierdie artikel bied ek ’n sosiologiese beskrywing van die vorming van skoolkultuur by ’n spesiale skool in Kaapstad, wat vir die doel van hierdie bespreking Kanaänskool genoem sal word. Ek verduidelik in die besonder die aard van die institusionele kultuur van die skool as plek deur van die konsep van plekinruiming gebruik te maak. Die bespreking is gegrond op die bevindinge van ’n groter kwalitatiewe etnografiese studie van 2019 wat die klaskamerpraktyke van onderwysers by die skool ondersoek het. Hierdie artikel beantwoord die vraag: Watter dimensies vorm die skoolkultuur by ’n Kaapstadse skool vir leerders met spesiale onderwysbehoeftes? Met Lefebvre se teorie (1991) oor ruimteskepping as grondslag konsentreer die bespreking op twee onderling verwante faktore – eerstens, die institusionele ontwikkeling van plek oor tyd, waarvoor die term wit toon (white tone, Hunter 2019) gebruik sal word, en tweedens, die teoretiese toepassing van Lefebvre (1991) se ruimtelike triade om die institusionele kultuur te verstaan. Data is vir ’n volle skooljaar deur middel van uitgebreide deelnemerwaarneming sowel as ongestruktureerde en semigestruktureerde onderhoude versamel. Die bevindinge dui daarop dat die histories ontvouende institusionele kultuur die skool en die onderwysers op spesifieke wyses posisioneer. Die skool se Afrikaanse, Christelike wit toon kom tot uiting in die ongeskrewe reëls wat oor die algemeen vir die skool se daaglikse bedrywighede geld. Ek voer ook aan dat die skool se aangepaste institusionele toon gekenmerk word deur ’n bestuursdiskoers wat tot stand gekom het deur neoliberale bestuurspraktyke met betrekking tot die institusionele funksionering van die skool. Die artikel toon hoe die oorheersende neoliberale bestuurstyl en ’n diskoers van bestuursheerskappy die institusionele kultuur by Kanaänskool vestig en die onderwysers as geïsoleerd in hulle klaskamers posisioneer.
- ItemPlace-making : investigating the place-based identity negotiations of high school girls in the informal spaces of their school(Stellenbosch : Stellenbosch University, 2016-12) Rinquest, Elzahn; Fataar, Aslam; Stellenbosch University. Faculty of Education. Dept. of Education Policy StudiesENGLISH ABSTRACT : This research study explores the navigation and negotiation of five Grade 10 high school girls’ identities within their school spaces. The study privileges a link between space and identity which provides a conceptual platform in terms of which I was able to construct an investigation into how these high school girls go about their place-making inside their school. The investigation focuses on understanding how practices of place-making influences the identities of the students involved as well as the formation and transformation of the place, their high school. The theoretical framework is founded on a combination of Lefebvre’s theory (1971/1991) regarding the production of space which includes the interaction of physical, social and mental dimensions of space on the one hand, and Proshansky, Fabian & Kaminoff (1983) theorisation of the formation of place-identities. Together with these theories, other researchers and theorists, such as: Nespor (1994, 1997), Massey (1991, 1994, 1995), Tupper et al. (2008), O’Donoghue (2007) and Marcouyeux & Fleury-Bahi (2011) have contributed to my theorisation of place-making and place-identities. This study is situated within the interpretivist paradigm and utilised a critical ethnographic research approach that produced qualitative data findings. Data were collected through the use of five qualitative data collection methods: (1) participant observations; (2) unstructured and semi-structured interviews; (3) focus group discussions; (4) photo-elicitation interviews utilising student produced photographs; and (5) photo-diaries. My main analytical findings reveal that these girls went about making place in ways that stretched across the three spatial dimensions (physical, social and mental) and they went about this in individual, communal and strategic ways guided by their affective positions in response to the affectivity of the place. I argue that through the school’s encouragement of the students to express themselves in its spaces, the students went on to inhabit and create the school as a place in unanticipated ways. In the school’s ‘out-of-sight’ spaces the girls were emoting, acting, negotiating and strategising in order to establish their emerging identities. Importantly, the culture of the school opened up the space for these girls to act and their acting at school was instrumental in reorganising and transforming the place. The school attempted to be an inclusive space that accommodates diversity, but the girls’ affectivities, their bodies and their embodied dispositions, co-constituted the school as a specific type of place. I argue that the girls interpreted the culture of the school and acted in response to its discourses and their desire to belong and consequently constructed ways of living’ at the school. It became clear that the character of the school as a place was constantly lived, experienced and reordered by those who moved through it.
- ItemThe place-making pedagogical practices of teachers in an inclusive high school(Stellenbosch : Stellenbosch University, 2021-03) Rinquest, Elzahn; Fataar, Aslam; Stellenbosch University. Faculty of Education. Education Policy Studies.ENGLISH SUMMARY : This thesis explores the place-making pedagogical practices of six high school teachers at their special-needs school. The study investigates a link between space and identity, which provides a conceptual platform to investigate how teachers go about conceptualising their place-making in their school, with a specific focus on their pedagogical practices. The investigation focuses on understanding the historical unfolding of the school's institutional culture, how teachers position themselves with respect to the dominant discourses and culture at the school, and how they ‘made their place’ through their pedagogical practices outside of and in their classrooms. The theoretical framework is founded on Lefebvre's theory (1971/1991) on the production of space, which conceptualises the interaction of the physical, social and mental dimensions of space. I develop Lefebvre’s theory by using Bourdieu’s (1977) notion of habitus and Nespor’s (1997) theory related to bodies in space in order to research the specific practices of the selected teachers at the school. These conceptual lenses allowed me explore the specific culture of the school within its context and the subjective pedagogical practices of the teachers. This study is situated within the interpretivist paradigm and utilised an ethnographic research approach that produced findings based on qualitative data. Data were collected over a school year through the use of extensive participant observations as well as unstructured and semi-structured interviews. My findings reveal that the historically unfolding institutional culture of the school positioned the school and its teachers in specific ways. The school expressed its Afrikaans, Christian, ‘white tone’ through the ‘unwritten rules’ prevalent in its daily operations and its prestige as a leading specialneeds institution in South Africa. I argue that a discourse of managerialism had come to characterise the school’s adapted institutional tone, made up of the managerial practices associated with the institutional functioning of the school. The school’s institutional culture provided the context within which the agents (teachers) acted as active participants in the place-making processes at the school. Subsequently, as the teachers come immersed in the institutional culture, they activate facets of their accumulated dispositions and skills to establish their professional identities. Issues of class, race and age significantly impacted on each of the participating teachers’ personal and professional socialising processes, situating each in different ways in the school. I argue that these teachers project and express particular professional subjectivities that resulted from how they understood their place and expressed themselves in the school. The teachers repositioned themselves vis-à-vis the institutional culture through their individualised ways of acting and living in the school. Finally, the selected teachers established their place-making pedagogical practices within the limits of the institutional culture and their specific subjectivities in making a place at the school and in their classrooms. I argue that responding constructively to students’ special educational needs depends on the ability of the teacher to establish a teacher subjectivity that would enable them to embrace the challenge to teach to the wide variety of students in this inclusive special-needs school.