Thesis (MEd)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This thesis investigates the implementation of Technology as a learning area in the South African school curriculum. This investigation is done within the context of three articles contained in chapters two, three and four. Article one, chapter two, investigates the readiness of educators to implement Technology in the classroom. A survey was done by means of interviews and a questionnaire. The interviews and questionnaire focused on three critical questions to determine the readiness of educators, namely • A conceptual understanding of Technology as learning area; • The type of technology suitable for the South African curriculum; and • The extent of government support to implement Technology successfully. The findings suggest that educators do have a conceptual understanding of Technology and that they emhasized the use of technology within the curriculum that suits local conditions. It identified the lack of government support as the biggest problem facing the successful implementation of Technology. Article two, chapter 3, investigates Technology as part of the Outcomes- Based Curriculum 2005. It is a theoretical study that discuss the relevance and purpose of Technology as learning area in the new curriculum. It finds that the position of Technology as learning area in the curriculum is unequivocal. It proved that there is a strong link between technological innovation, economic growth and social development. It suggest, therefor, that Technology is a catalyst for economic growth and social development. Article three, chapter four, invetsigates how Technical Drawing as subject from the old dispensation can be reconciled with Technology as a learning area. It finds that Technical Drawing as a graphical language can be applied as an effective tool of communication in the different stages of the Technological Process. It suggests that the old subjects can reconcile with the learning areas in the new curriculum. These three articles, in summary, emphasize the importance and relevance of Technology as a separate learning area in the new curriculum. The objective, therefore, is to use Technology as a catalyst for economic growth and social development, so dearly needed by South Africa. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die implementering van Tegnologie as 'n leerarea in die skoolkurrikulum. Hierdie ondersoek word binne die konteks van drie artikels wat in hoofstukke twee, drie en vier vervat word, gedoen Artikel een (hoofstuk twee), ondersoek die gereedheid van opvoeders om Tegnologie in die klaskamer toe te pas. 'n Opname is deur middel van onderhoude en 'n vraelys gedoen. Ten einde die gereedheid van opvoeders te bepaal, is daar in die onderhoude en vraelys op drie kritieke vrae gefokus: • 'n konseptueie begrip van Tegnologie as 'n leerarea; • die soort tegnologie wat relevant sou wees binne die Suid- Afrikaanse kurrikulum; en • die mate van regeringshulp wat nodig sou wees om Tegnologie suksesvol as leerarea te implementeer. Die bevindinge dui daarop dat opvoeders wel 'n konseptueie begrip van Tegnologie het. Dit blyk voorts dat opvoeders die gebruik binne die kurrikulum beklemtoon van tegnologie wat by plaaslike omstandighede pas. Gebrekkige regeringshulp is as die grootste probleem rakende die suksesvolle implementering van Tegnologie as leerarea geidentifiseer. Artikel twee (hoofstuk drie) ondersoek Tegnologie as deel van die Uitkomsgebaseerde Kurrikulum 2005. Dit is 'n teoretiese studie wat die toepaslikheid en doel van Tegnologie as leerarea in die nuwe kurrikulum bespreek. Daar word bevind dat die plek van Tegnologie as leerarea in die kurrikulum ondubbelsinnig is. Daar is bewys dat daar 'n sterk band bestaan tussen tegnologiese vernuwing, ekonomiese groei en sosiale ontwikkeling. Artikel drie (hoofstuk vier) ondersoek hoe Tegniese Tekene as "ou" vak van die vorige bedeling, met Tegnologie as leerarea versoen kan word. Daar word bevind dat Tegniese Tekene, as 'n grafiese taal, aangewend kan word as 'n doeltreffende kommunikasiemiddel in die verskillende stadia van die Tegnologiese Proses. Daar word voorgestel dat die ou vakke versoen kan word met die leerareas in die nuwe kurrikulum. Hierdie drie artikels beklemtoon dus die belangrikheid en relevansie van Tegnologie as 'n aparte leerarea in die nuwe kurrikulum. Die doel is om Tegnologie aan te wend as katalisator vir ekonomiese groei en sosiale ontwikkeling wat so dringend nodig is in Suid-Afrika.

Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The aim of the study was to critically evaluate the use of portfolios as a basis for reflection in an inservice education programme for school educators. In this context the study had the following objectives: to establish a theoretical background for the use of teaching portfolios; to provide a rationale for teaching portfolios as tools for professional development of teachers; to investigate the use of teaching portfolios as tools for reflection in an in-service teacher education programme and to provide guidelines for utilising teaching portfolios as reflection tools for professional development of in-service teachers. The Diploma in Education (DE) formed the basis of the case study. This undergraduate Diploma in Education is at level 5 (b). According to the National Qualifications Framework (NQF) it is the level at which upgrading teachers who are regarded as 'unqualified' access the bachelor study. The DE is a typical case, because the findings from this case might be used to inform other undergraduate diplomas in Education accredited by the NQF in South Africa. Six in-service teachers were targeted for the research. At the time of analysis the teachers were in the first year of a two-year diploma in Education (DE) programme. The unit of analysis of this study was teachers' portfolios. The purpose of analysing portfolios was to find out how the portfolios portray the professional development of the teachers through their reflections. techniques employed included document study, interviews and observations. The data generating The constant comparative method was used for data analysis. The categories derived from the data analysis were the following: Portfolios are tools for learning from experience; Self assessment strengthens commitment to competent classroom practice; Portfolios provide opportunities for professional development. Concerns about portfolio development dissipate with time and Teachers were able to reflect more deeply. The teaching portfolio in this study has been identified as a vehicle for both self and collaborative evaluation. Guidelines for implementing portfolios in an in-service teacher education programme have been offered by this study, and recommendations have been made for further research. / AFRIKAANSE OPSOMMING: Die doel van die studie was om die benutting van portefeuljes as 'n basis vir refleksie in 'n indiensopleidingsprogram vir skoolopvoeders te gebruik. Binne hierdie konteks het die studie die volgende doelwitte gehad: Om 'n teoretiese basis daar te stel vir die benutting van onderrigportefeuljes; om 'n rasionaal te verskaf vir die benutting van onderrigportefeuljes as 'n professionele ontwikkelingsinstrument; om die benutting van onderrigportefeuljes te ondersoek as instrumente in 'n indiensopleidingsprogram vir skoolopvoeders, en om riglyne daar te stel vir die benutting van onderrigportefeuljes vir die professionale ontwikkeling van skoolopvoeders. Die Diploma in Onderwys (DO) het as basis vir die gevallestudie gedien. Hierdie voorgraadse diploma in Onderwys is gelys op vlak 5(b) van die Nasionale Kwalifikasieraamwerk (NKR) en bied aan "ongekwalifiseerde" opvoeders toegang tot graadstudies. Die DO is gesien as 'n tipiese geval, aangesien die bevindinge van hierdie geval moontlik vir ander voorgraadse diplomas wat op die NKR geregistreer is van waarde mag wees. Ses opvoeders wat indiensopleiding ondergaan het, het die teikenpopulasie van die studie uitgemaak. Ten tye van die navorsing was die opvoeders in hul eerste jaar van die tweejarige DO. Die eenheid van analise was die onderrigportefeuljes van die opvoeders. Die doel met die analise van die portefeuljes was om vas te stel in watter mate dit die professionele ontwikkeling van die opvoeders vergestalt deur hul eie reflektiewe aktiwiteite. Die tegnieke waardeur die data gegenereer is het dokumentstudie, onderhoude en observasie ingesluit. Die konstante vergelykingsmetode is benut in die analise van die data. Die analisekategorieë wat vanuit die data afgelei is, het die volgende ingesluit: Portefeuljes is instrumente vir ervaringsleer; Selfevaluering is versterkend in die verbintenis tot kompetente klaskamerpraktyk; Portefeuljes is geleenthede tot professionele ontwikkeling; Die ontwikkeling van portefeuljes is tydrowend; Opvoeders het die vermoë om in diepte te reflekteer. In die studie IS die onderrigportefeulje geïdentifiseer as 'n instrument VIr beide self- en samewerkende evaluering. Riglyne VIr die implementering van portefeuljes ill 'n indiensopleidingsprogram is voorgstel en aanbevelings vir verdere navorsing is deur die studie gemaak.

(MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Stories let the world go round! In this study I try to tell a story, to weave the voices from the inside with those from the outside. It's my story, Lize's story, our story and the story of us all, our culture and our society - little patches of that. I try to explain narrative speech - inquiry, curiosity, purpose, inspiration and my commitment to the study. I explore stories about Down Syndrome and inclusive education. I try to follow the path of my own experience in the landscapes of narrative philosophy, inquiry and therapy. I tel! the story of my and Lize's shared experience during our work in therapy, I reflect on the process of this study as a self-story and the therapeutic outcome(s), the opening of more choices and possibilities and beyond: A journey. / AFRIKAANSE OPSOMMING: Stories laat die wêreld draai! In hierdie studie probeer ek 'n storie vertel, weef ek die binnestemme met die buitestemme saam. Dit is my storie, Lize se storie, ons storie saam, ons almal se storie en die storie van ons kultuur en samelewing of liewer kolletjies daarvan. Ek poog om narratiewe navorsing - ondersoek, belangstelling, doel, inspirasie en my verbintenis daartoe te verduidelik. Ek verken stories oor Downsindroom en inklusiewe onderwys. Ek volg die pad van my eie ervaring in die landskap van narratiewe ondersoek, uitgangspunte en terapie. Ek vertelook fragmente van my en Lize se gedeelde ervaring tydens ons saamwees in terapie. Ek reflekteer op die proses van die studie as selfstorie en die terapeutiese uitkoms(te)/ontdekking van meer keuses, moontlikhede en verder: 'n Pelgrimstog.

Thesis (MEd)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: In South Africa effective leadership is an important priority in all walks of life. With the implementation of Curriculum 2005, greater emphasis is placed on the development of leadership skills to prepare learners for leadership demands in adult life. In order to do this one must firstly create leadership opportunities. Secondly it is important to convey the knowledge and skills necessary for the optimum fulfillment of their roles as leaders. Personality types and preferences as well as the strengths and weaknesses of the leader and other group members can be utilized to enhance teamwork and improve leadership. The empirical investigation comprised the determination of the personality types of the research group as well as leadership positions held by them during their school careers, and the leadership skills perceived as important by them. Fifty youth leaders, representative of head boys and head girls in former model C schools, who attended the conference for youth leaders annually hosted by Die Burger, were used as the investigation group. For the purpose of this research the Myers-Briggs Type Indicator (MBTI®), Form G, was used. The MBTI® is based on Carl Jung's theory of personality types. The most important findings of the study are that trends exist in the personality types that were reported by the youth leaders. The dominant personality type preference of the youth leaders was ESTJ. This shows a preference for extroversion (E), sensing (S), thinking (T) and judging (J). Good interpersonal relationships, listening skills and high moral values were identified as the most important characteristics for effective leadership. The implications for leadership development, emanating from the knowledge of the personality types and preferences of the youth leaders, are discussed. / AFRIKAANSE OPSOMMING: In Suid-Afrika is effektiewe leierskap op alle vlakke van die samelewing 'n belangrike prioriteit. Ook in die opvoedingsituasie word daar met die implementering van Kurrikulum 2005 groter klem geplaas op die ontwikkeling van leierskapsvaardighede om leerders voor te berei vir leierskapseise wat in hulle volwasse leeftyd gestel gaan word. Om dit te kan doen moet daar in die eerste plek geleenthede geskep word waartydens die leerders leierskap kan beoefen en tweedens is dit belangrik dat kennis en vaardighede wat die leerder kan help om sy rol as leier so suksesvol moontlik te vervul, aan hom oorgedra word. Kennis oor die leier en ander groeplede se persoonlikheidstipes en voorkeure asook elkeen se sterkpunte en leemtes kan suksesvol benut word om groepsamewerking te verbeter en sodoende suksesvolle leierskap te bevorder. Die empiriese gedeelte van die ondersoek het die vasstelling van die ondersoekgroep se persoonlikheidstipes, die leierskapsposisies wat deur hulle beklee is gedurende hulle skoolloopbaan asook die leierskapseienskappe wat deur die betrokke leerders as belangrik geag is, behels. 'n Ondersoekgroep van 50 jeugleiers, bestaande uit 'n seleksie van hoofseuns en -meisies in die vorige Model C skole wat Die Burger se jaarlikse jeugleierskonferensie bygewoon het, word by hierdie navorsing betrek. Vir die doel van hierdie ondersoek word gebruik gemaak van die Myers-Briggs Type Indicator (MBTI®), vorm G. Die MBTI® is gebaseer op Carl Jung se persoonlikheidsteorie. Die belangrikste bevindinge van die ondersoek is dat daar tendense bestaan in die persoonlikheidstipes wat meer algemeen by jeugleiers voorkom. Die oorwegende persoonlikheidstipevoorkeur wat by die jeugleiers voorgekom het, was ESTJ. Dit dui 'n voorkeur vir ekstroversie(E); sintuiglike waarneming (S); denke (T) en beoordeling (J) aan. Goeie luistervaardighede en hoë morele waardes is as die belangrikste eienskappe vir effektiewe leierskap geïdentifiseer. Die implikasies vir die leierskapsontwikkeling van leerders wat voortspruit uit die kennis van leiers se persoonlikheidstipe en -voorkeure, word bespreek.

Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Exploring emancipatory and transformative paradigms towards lifelong learning in the new millenium confront facilitators of adult learning to reflect critically on their own paradigms and practices of learning. Transformative learning occurs in this process of revision and reflection and when it leads to transformed meaning perspectives or change, emancipatory learning takes place. This implies that the process of critical reflection can be seen as a key to adult learning. Out of this background the broad question arises of how facilitators of adult learning can be prompted to engage in reflection on their own learning journeys to playa role in uplifting the status of adult learning and to become lifelong learners themselves. This study, in the form of a personal learning journey, in the short term addresses this question by focusing on three levels namely: ~ Exploring more relevant and alternative research approaches to the field of adult learning ~ Exploring adult learning theory in a dialogical and reflective manner ~ Developing integrated and holistic models for adult learning and lifelong learning in a constructivist and reflective manner. In the long term the learning journey aims to effect a framework for the narratives of other facilitators of adult learning in constructing meaning-making in their processes of transformative and emancipatory learning. A constructivist, biographical and dialogical approach is followed to engage reflectively with my inquiry and aiming at creating emancipatory and transformative challenges for facilitators of adult learning. It invites facilitators to respond in a critical, dialogical and reflective manner to their changing environments and practices. Adult learning theory is explored in a dialogical manner and an integrated and holistic model for adult learning is developed. My learning journey thus challenges other facilitators of adult learning to provide leadership in their practice by developing the ability to reflect critically resulting in alternative ways of engaging with the challenges facing us towards a learning millenium. / AFRIKAANSE OPSOMMING: Transformatiewe en Emansipatoriese Uitdagings vir Fasiliteerders van Volwassene Leer: 'n Lerende Reis Deur emansipatoriese en transformatiewe paradigmas op pad na lewenslange leer in die nuwe millenium te eksploreer word fasiliteerders van volwassene leer gekonfronteer om krities oor hul eie paradigmas en praktyke van leer te reflekteer. Transformatiewe leer vind plaas in die proses van revisie en refleksie en wanneer dit lei tot getransformeerde betekenis perspektiewe of verandering, vind emansipatoriese leer plaas. Dit impliseer dat die proses van kritiese refleksie as 'n sleutel tot volwassene leer gesien kan word. Vanuit hierdie agtergrond ontstaan die breë vraag van hoe fasiliteerders van volwassene leer geïnspireer kan word om te reflekteer oor hulle eie lerende reise en daardeur 'n rol te speel in die opheffing van die status van volwassene leer en om hulself lewenslange leerders te word. Hierdie studie, in die vorm van 'n persoonlike lerende reis, spreek die vraag op die korttermyn op drie vlakke aan, naamlik: ~ Eksplorering van meer relevante en alternatiewe navorsingsbenaderings in die veld van volwassene leer ~ Eksplorering van volwassene leer teorie op 'n dialogiese en reflektiewe wyse ~ Ontwikkeling van geïntegreerde en holistiese modelle vir volwassene leer en lewenslange leer op 'n konstruktivistiese en reflektiewe wyse. Die lerende reis beoog om op die langtermyn 'n raamwerk vir die narratiewe van ander fasiliteerders van volwassene leer daar te stel in konstruktiewe betekenismaking in hul prosesse van transformatiewe en emansipatoriese leer. 'n Konstruktivistiese, biografiese en dialogiese benadering word gevolg ten einde reflektief om te gaan met my ondersoek met die doelom emansipatoriese en transformatiewe uitdagings aan fasiliteerders van volwassene leer te stel. Fasiliteerders word uitgenooi om op 'n kritiese, dialogiese en reflektiewe wyse te reageer op hul veranderende omgewings en praktyke. Volwassene leer teorie word geeksploreer op In dialogiese wyse en In geïntegreerde en holistiese model vir volwassene leer is ontwikkel. My lerende reis konfronteer dus ander fasiliteerders van volwassene leer met die uitdaging om leierskap daar te stel in hulle praktyk deur die vermoë te ontwikkel om krities te reflekteer. Die resultaat hiervan is om oorweging te skenk aan alternatiewe maniere van omgaan met die uitdagings wat ons in die gesig staar op pad na 'n lerende millenium.

Thesis (M.Ed.)--University of North Carolina Wilmington, 2009. / Title from PDF title page (January 19, 2009) Includes bibliographical references (p. 53-56)

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Multigrade teaching has been used in Namibia since the introduction of formal education; however, it became more prominent after independence, when the government proposed it to be the norm. Yet, regardless of its prevalence in rural schools – as high as 40% – qualified teachers are still not trained to teach multigrade classes. The primary aim of the research study therefore was to investigate multigrade teaching at three rural primary schools in the Ncuncuni circuit in the Kavango region. By employing a phenomenological methodology, the study explores the experiences and challenges as encountered in multigrade classrooms by six teachers. While a number of the challenges are common to experiences in typical monograde classrooms in Namibia – such as shortages of resources, poor parental involvement, and high rates of learner attrition – there are others that are specific to a multigrade setting. Given the growing number of multigrade schools in Namibia, particularly in rural settings, where infrastructure is already poor, the urgency for properly trained multigrade teachers can no longer be ignored. Among the key recommendations made by this study is that appropriate and sufficient teaching and learning materials, such as self-instructional and self-learning materials, should be provided to schools offering multigrade teaching. In acknowledging that the introduction of professional training will take time, and that the current teachers in multigrade classrooms are in dire need of support, the study would also like to recommend support from regional offices in the form of specialist advisers. There are numerous teachers in multigrade classrooms – many of whom will never receive any formal training. These teachers require immediate and on-going support if the Ministry of Education hopes to provide quality teaching and learning to learners.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study is a multi-site ethnography that focuses on young people from one low-income, Cape Town neighbourhood, an area that I got to know well between 2008 and 2012, when I worked and conducted research there. I explore how young people from this area, that I call Rosemary Gardens, learn in three different places. These places are, firstly, classrooms at Rosemary Gardens High School, secondly, a community-based hip-hop/ rap group called the Doodvenootskap, and, thirdly, a youth radio show called Youth Amplified, which involved many young people from Rosemary Gardens. In each of the three places a ‘spatio-dialogical’ analysis was used to examine learning that emerges through collaborative interactions between people. Dialogic learning may take place when young people are exposed to multiple, different perspectives, which manifest through language. This form of learning is ‘spatialised’ because it occurs through sets of social relations that coalesce at particular moments to form ‘places’. Places are junctions or points of intersection within networks of social relations. I use the work of Bakhtin (1981; 1986) and Bourdieu (1977; 1991) to illustrate how, in each of the three places, language operates as a socio-ideological system that is divided, in flux and differentially empowered. This work on language as a social system was put into conversation with Lefebvre’s (1991) spatial theory, producing tools that were used as lenses through which to interpret the ethnographic fieldwork. What emerged was the centrality of the workings of language as a social system at Rosemary Gardens High School, Youth Amplified and amongst the Doodvenootskap. The control desired by educators, combined with the bureaucratic forces that restrict spontaneity in their teaching practices, resulted in the use of highly prescribed language forces dominating dialogic interactions at Rosemary Gardens High School. The different cultural influences and historical traditions, which produce the Doodvenootskap, led to the group reclaiming and reinventing varieties of language. At times this produced more sufficiently interactive forms of dialogic learning, amongst this group, and on other occasions they merely reiterated the words of others, without reflection or rigorous thought. Critical pedagogy, at Youth Amplified, laid the foundations for multiple contrasting perspectives and different linguistic forms to manifest. In the media and in the imaginary of the South African middle and upper classes, schools in neighbourhoods that were formerly reserved for ‘Black’ and working-class ‘Coloured’ children are generally perceived to be dysfunctional places. Young people who live in the neighbourhoods in which these schools are located, are assumed to learn very little. Research with youth from Rosemary Gardens discovered that this kind of negative portrayal is only one view of a multi-faceted set of stories. On a daily basis, young people from Rosemary Gardens use language in interactions with peers and adults, exchanges that shape their consciousness and influence how they make sense of the multiple social worlds which they partially produce.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This dissertation argues that, for several reasons, school boards serving the various Seventh-day Adventist schools in the Western Cape have not carried out their functions and responsibilities effectively and efficiently. Although the school boards meet on a regular basis, there appear to be several problems that contribute to a lack of effective performance by the board. Through an analysis of data constructed from interviews and questionnaires, the study reveals that many board members feel that they are not fully equipped to carry out the responsibilities of a governor, and furthermore that they do not belong because they do not feel a part of the decision-making process in the school. They therefore are willing to spend time and effort to equip themselves for the task through capacity building programmes and ongoing training. I contend that, in addition to capacity building programmes, the voices of individual members need to be heard as they participate, deliberately, in decision-making processes. This dissertation contends that if the boards are to function optimally, all stakeholders, particularly the school board members, should engage in capacity building programmes and also experience deliberative, democratic citizenship. They must be given an equal voice to participate in deliberations concerning policy formulation and other decision-making processes. This will help them to realise their democratic right to participate and also to experience inclusivity as a free member of the society in which they live. / AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat skoolbestuursrade wat verskillende Sewende-dag Adventisteskole in die Wes-Kaap beheer om verskeie redes nie hulle pligte effektief en doeltreffend nakom nie. Hoewel die beheerrade gereeld vergader is daar blykbaar verskeie probleme wat bydra tot ’n gebrek aan die vervulling van hulle pligte. Deur die ontleding van data saamgestel uit onderhoude en vraelyste is daar gevind dat veral die raadslede, en tot ’n kleiner mate ander belangstellendes, voel hulle is nie ten volle toegerus om die verantwoordelikheid van ’n raadslid te dra nie. Hulle voel ook dat hulle nie deel is van belangrike beslissings wat in die skool geneem word nie. Daarom is hulle bereid om tyd te maak om hulle vir die werk van ’n raadslid toe te rus. Ek hou voor dat behalwe vir die gebruik van kapasiteitsbouprogramme moet die individue se stemme gehoor word en moet hulle ’n kans gegun word om saam te praat en ook aan belangrike beslissings deel te neem wat verband hou met die skool en die opvoeding van die leerder. Hulle moet hulle demokratiese burgerregte uitvoer, deelneem aan die ontwikkelinge wat in die skool plaasvind en daardeur sal hulle stemme ook gehoor word.

Thesis (MEd)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The purpose of this study was to determine the nature of the youths` subjectivity at a school in a diverse rural mining environment. The study was done in an isolated rural mining environment. Space is an important point of departure and a thorough background of the contextual factors are given. The participants in this study are daily confronted with challenges such as long distances, poverty, unemployment and alcohol and substance abuse. Space, subjectivity and cultural capital are used to understand youth development and youth experience. The main premise of the study is that the environments of these youth greatly overlap. There is a dynamic relationship between their living and school environment. Distinctive processes, social networks, relationships and cultural groups are found in each of these environments. Another focus of this study was to determine how these young people bridge their different lived spaces, negotiate and adapt within these environments. Qualitative reseach methods were used in formal and informal interviews. Participants had the opportunity to present their experiences in storyline. A narrative-based, interpretive, -descriptive research paradigm was the most appropriate research method of capturing the wide variety of living experience. The study demonstrates how these youth are positioned within their environments in order to embody their space subjectivity. By making use of their own resources, networks and interactions, they navigate their overlapping spaces and thereby lead meaningful lives. / AFRIKAANSE OPSOMMING: Die navorsing in hierdie studie wou die aard van jeugdiges se subjektiwiteite by `n skool in `n diverse plattelandse mynbou-omgewing vasstel. Die studie vind plaas op `n afgeleë plattelandse mynbou-omgewing. Ruimte is `n belangrike vertrekpunt en `n deeglike agtergrond van die kontekstuele faktore word gegee. Die deelnemers in die studie word daagliks gekonfronteer met uitdagings soos ver afstande, armoede, werkloosheid, tienerswangerskappe en drank-en dwelmmisbruik. In die studie word die lense ruimte, subjektiwiteit en kulturele kapitaal gebruik om jeugwording en jeugmeemaking in `n plattelandse mynbou-omgewing te verstaan. Die hoofuitgangspunt was dat die omgewings waarin die jeugdiges hulle bevind, veelvuldig oorvleuel. Daar bestaan `n dinamiese verwantskap tussen die jeugdiges se woon- en skoolomgewing. Binne elke ruimte is daar eiesoortige prossesse, sosiale netwerkverhoudinge en kulturele groepe. Die studie fokus ook op die maniere hoe hierdie jeugdiges hul verskeie beleefde ruimtes oorbrug en hoe onderhandeling en aanpassing binne die ruimtes plaasvind. Kwalitatiewe navorsingsinstrumente: formele en informele onderhoude is gebruik om my navorsingsvraag te beantwoord. Die deelnemers is geleentheid gegee om hulle ervaringe in storielyn te weergee. `n Narratiewe interpretatiewe beskrywende navorsingsparadigma was die toepaslikste om die ryke verskeidenheid van geleefde ervaringe oor te dra. Die studie toon hoe die deelnemers op spesifieke maniere deur hulle omstandighede geposisioneer word ten einde vergestalting aan hul jeugsubjektiwiteite te gee. Deur gebruik te maak van hul eie bronne, netwerke en interaksies navigeer hierdie deelnemers hul oorvleuelde ruimtes om sodoende sinvolle lewens te leef.