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Life orientation teachers' experience of context in the implementation of the curriculumWasserman, Jessica 12 1900 (has links)
Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system).
This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate.
Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning.
For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods.
The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome.
While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both. / AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks).
Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie.
Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed.
Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp.
Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.
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Primary school teachers' knowledge and misperceptions of attention-deficit/hyperactivity disorder (ADHD)Kleynhans, Sandra E. 03 1900 (has links)
Thesis (MA (Psychology))--University of Stellenbosch, 2005. / Attention-Deficit/Hyperactivity Disorder (ADHD) is a serious disorder that effects approximately 5% of South African children. Teachers are seen as one of the most valuable sources of information with regard to referral and diagnosis of ADHD. They also have the responsibility for creating an environment conducive to academic, social and emotional success for children with ADHD. However as there is some doubt as to whether teachers have the appropriate knowledge of ADHD to fulfil this important role, this study aimed at assessing the knowledge and misperceptions of ADHD of primary school teachers in towns on the periphery of the Cape Town Metropole.
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'n Beroepsgerigte opleidingsprogram vir adolessente leerders met intellektuele gestremdheidLackay, Joaline Merle 03 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The aim of this study is to develop a vocational training programme for the adolescent learner with an intellectual disability. There is a need for these learners to be trained for work in the open labour market. From the literature it is apparent that American legislation is in place for these learners to gain access to schools, colleges and universities. The literature also makes it clear that parent involvement and community involvement are essential for the planning and implementation of a vocational training programme.
To answer the research question, a qualitative participatory action research study was conducted from an interpretive research paradigm. The researcher implemented multiple sources to generate data, namely semistructured interviews, a literature review, personal documents and field notes. In the course of the study a number of steps were taken to ensure the credibility of the data and to pay attention to the ethical aspects that emerged during the research.
The literature review extends over two chapters: Firstly the American legislation on vocational training programmes for the adolescent with intellectual disabilities was studied, as well as the South African Educational legislation after 1994. Secondly the three national curriculum programmes are described, namely Outcomes-based Education, Curriculum 2005 and the National Curriculum Statement. The vocational training programme was developed in accordance with the principles of the National Curriculum Statement, learning area Life orientation, Learning outcome 5: the world of work. The development of the learning programmes,work schedules and the lesson plans were adapted to suit the needs of the learners with intellectual disabilities.
The findings concluded that schools can train learners to prepare them for entering the open labour market. The teachers cannot do the vocational training in school alone; they need the support of the parents and the community. / AFRIKAANSE OPSOMMING: Die doel van die studie is om 'n beroepsgerigte opleidingsprogram vir die adolessente leerder met intellektuele gestremdheid te ontwikkel. Daar is 'n behoefte vir hierdie leerders om opgelei te word om toegang tot die ope arbeidsmark te verkry. Uit die literatuur is dit duidelik dat Amerikaanse wetgewing vir beroepsgerigte opleiding in plek is vir die genoemde leerders om tot skole, kolleges en universiteite toegang te verkry. Ouer- en gemeenskapsbetrokkenheid is belangrik in die beplanning en implementering van 'n beroepsgerigte opleidingsprogram.
In antwoord op die navorsingsvraag is 'n kwalitatiewe deelnemendeaksie-navorsingstudie vanuit 'n interpretatiewe paradigma onderneem. Die navorser het van verskeie bronne gebruik gemaak om data te genereer, naamlik semigestruktureerde onderhoude, 'n literatuurondersoek, persoonlike dokumente en veldnotas. Tydens die studie is verskillende maatreëls toegepas om die geloofwaardigheid van die data te verseker. Die etiese aspekte het ook aandag geniet.
Die literatuurstudie strek oor twee hoofstukke. Die eerste behels die Amerikaanse wetgewing op beroepsgerigte opleidingsprogramme, sowel as die Suid-Afrikaanse wetgewing ná 1994 op spesiale onderwys. Tweedens is die drie kurrikulumbenaderings ondersoek, naamlik Uitkomsgebaseerde Onderwys, Kurrikulum 2005 en die Nasionale Kurrikulumverklaring. Die beroepsgerigte opleidingsprogram is ontwikkel volgens die beginsels van die Nasionale Kurrikulumverklaring in die leerarea Lewensoriëntering, Leeruitkomste 5: Die wêreld van werk. Die ontwikkeling van die leerprogramme, werkskedules en lesplanne is aangepas volgens die behoeftes van leerders met intellektuele gestremdhede.
Die bevindings het gelei tot die gevolgtrekking dat leerders op skool opgelei kan word om die ope arbeidsmark te betree. Die opvoeders kan nie die beroepsopleiding op skool alleen vermag nie; hulle benodig die ondersteuning van die ouers en die gemeenskap.
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The high school experience of a learner with Down syndrome: a case studyMorrison, Lianna 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2008. / The inclusion policy which is currently being implemented according to White Paper
6 (July 2001) has raised many questions and debates. In South Africa at the moment
there is a focus on the implementation of inclusion policies in primary schools.
Although many studies have been conducted on Down syndrome, there seems to have
been little focus on the adolescent. Specifically their experiences in the high school
context appear to have received little attention.
This paper focused on the experiences of an adolescent with Down syndrome who has
been mainstreamed into a high school. The experiences are discussed within identified
indicators of quality of life namely; peer relationships, experiences of academic,
general school and extra-mural activities. In addition the effects of Down syndrome
on areas such as adolescence, inclusion strategies, behaviour and social skills are also
investigated.
The findings of this paper were that of adolescents with Down syndrome can be
successfully mainstreamed if their individual needs are catered for. These needs
include opportunities to spend time with learners with the same abilities as their own.
Satisfaction was experienced by the participant and her parents regarding her
academic placement and scholastic achievements. A factor that played a role in her
successful placement was the supportive environment she was in. Although
satisfaction was experienced with regards to the process of inclusion there were
parental concerns regarding her future independence.
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Students with disabilities' experiences of support and barriers to their development at Stellenbosch UniversityGreyling, Elsabe C. P. 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008. / Since 1994 the South African government has been committed to the transformation of the
education system, including higher education. Higher education institutions have been
encouraged to include individuals representing groups that had been excluded on the
grounds of age, race, gender and, more specifically, students with disabilities. Within this
transformation process, some of the biggest challenges higher education institutions face
are policy changes, flexible curriculum delivery, alternative assessment procedures, the
physical accessibility of the campus and the provision of support services for students with
disabilities or special needs. Although policy development is an important stepping-stone,
the reality is that proper practice, adequate awareness, and positive attitudes are required to
effectively support and accommodate the diverse needs of students with disabilities.
The primary objective of this study was to obtain an in-depth understanding of how students
with disabilities experience support and barriers to their development at Stellenbosch
University. The study was also based upon the assumption that it is important to hear the
voices of students with disabilities before any recommendations in terms of the existing
strategy can be suggested. This study was conducted by means of qualitative research, and
the methods of data collection consisted of individual and focus group interviews as well as a
literature review. The research findings may be described as follows:
· Students with disabilities experienced both internal and external support and barrier
factors and processes that impacted on their development.
· Internal support and barrier factors and processes include emotional, behavioural,
beliefs, physical and cognitive aspects.
· External support and barrier factors and processes include peers, the faculty and
department, university accommodation, the classroom and the university.
· Four overarching themes that emerged from the data of the participants, namely
attitudes and awareness, communication, level of inclusion, and advocacy, were
outlined.
The findings of the study have important implications for the support practices and training of
academic staff and all role players at Stellenbosch University. Recommendations are also
made to improve support services and the campus climate at Stellenbosch University to
ultimately embrace diversity in order to offer an inclusive environment where the principles of
equal opportunities, full participation and non-discrimination are dear to the heart of all the
relevant role players involved in teaching, learning, service provision and policy making at
Stellenbosch University.
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Exploring meanings of teacher's experiences in an urban community where low income levels prevailMegaw, Julie 12 1900 (has links)
Thesis (MEdPsych)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: The contexts of the experiences of teachers in South Africa, particularly in
communities with low income levels, seem to invite meanings of hopelessness.
These meanings appear to be supported by dominant discourses that could
determine and limit the practices or actions of these teachers. Within these contexts,
however, there are teachers whose actions, reflections or motivations suggest the
possibility of alternative or preferred meanings that may be marginalised or silenced
by dominant discourses of hopelessness. The theoretical framework that provided
the foundation for this study was social constructionism, which argues that meaning
is constructed through social interaction and that there is no underlying or objective
reality that can be revealed through observation or experience. An understanding of
this social construction of meaning allows for the construction of alternative or
preferred meanings by individuals or groups in contexts where dominant discourses
do not serve their best interests. The aim of the research was therefore to explore
and describe the meanings that the participants make of their experiences as
teachers in a primary school in Cape Town in a community where low income levels
are prevalent. The study further aimed to describe how these teachers experience
contextual factors and how these factors contribute to their meaning-making.
Furthermore, the purpose of the study was to explore local knowledge in the form of
actions, motivations and reflections of the teachers that suggest possibilities for
alternative or preferred meanings.
In keeping with the social constructionist nature of the study, a qualitative,
interpretivist research approach was used. Participants were selected through
purposive sampling and focus group discussions were used to generate data. Digital
audio recordings were made of the group sessions, which were then transcribed and
analysed using the constant comparative method.
The research findings indicated that the teachers who participated in the study
experienced various contextual factors that contributed to their meaning-making.
Their experiences of most of these factors were described in similar ways to
comparable contextual factors as portrayed in the literature. Furthermore, these
contextual factors were linked by the teachers, and dominantly in the literature, to
meanings that could be summarised as hopelessness. However, alongside these meanings, the teachers gave rich or detailed descriptions of a range of actions,
reflections and motivations that suggest possible alternative or preferred meanings to
the hopelessness that their context seems to invite, and that dominant discourses in
the literature appear to portray. These findings led to recommendations that were
centred largely on meeting some of the support needs of teachers and children in
communities with low income levels. / AFRIKAANSE OPSOMMING: Onderwysers se ervarings in Suid-Afrika, veral in gemeenskappe met ‘n lae
inkomstevlak, word belewe binne kontekste wat lyk asof dit die betekenisse van
hopeloosheid ontlok. Hierdie betekenisse word blykbaar deur dominante diskoerse
ondersteun, wat hierdie onderwysers se werksaamheid of optrede kan bepaal en
beperk. Binne hierdie kontekste is daar egter onderwysers wie se handelinge,
nadenke of motivering die moontlikheid van alternatiewe of verkieslike betekenisse
aandui, maar wat gemarginaliseer of stilgemaak kan word deur die dominante
diskoerse van hopeloosheid. Die teoretiese raamwerk wat die grondslag vir hierdie
studie verskaf het, was sosiale konstruksionisme, wat daarop dui dat betekenis deur
sosiale interaksie gekonstrueer word en dat daar geen onderliggende of objektiewe
realiteit is wat deur waarneming of ervaring geopenbaar kan word nie. ‘n Begrip van
die sosiale konstruksie van betekenis maak voorsiening vir die konstruksie van
alternatiewe of verkieslike betekenisse deur individue of groepe binne kontekste
waar dominante diskoerse nie hul beste belange dien nie. Die doel van die navorsing
was daarom om die betekenisse wat die deelnemers, as onderwysers in ‘n laerskool
in Kaapstad binne ‘n gemeenskap met lae inkomste, aan hul ervarings heg, te verken
en te beskryf. Die studie was verder daarop gemik om te beskryf hoe hierdie
onderwysers kontekstuele faktore ervaar en hoe hierdie faktore ‘n bydrae lewer tot
hoe hulle betekenis skep. ‘n Verdere doel van die studie was om plaaslike kennis in
die gedaante van die optrede, motivering en nadenke van onderwysers, waardeur
moontlike alternatiewe of verkieslike betekenisse na vore kom, te verken.
Vanweë die sosiaal-konstruksionistiese aard van die studie, is ‘n kwalitatiewe,
interpretiewe navorsingsbenadering as navorsingsmetodologie vir hierdie studie
gebruik. ‘n Doelgerigte steekproef is gebruik om potensiële deelnemers te identifiseer
en data is deur middel van fokusgroeponderhoude gegenereer. Digitale oudio-opnames
van die fokusgroeponderhoude is getranskribeer en is met gebruik van die
konstante vergelykende metode ontleed.
Die navorsingsbevindings het aangedui dat die onderwysers wat aan hierdie studie
deelgeneem het, verskillende kontekstuele faktore belewe wat bydra tot die
betekenis wat deur hulle geskep word. Hulle belewenis van die meeste van hierdie faktore is op soortgelyke wyse beskryf as vergelykbare kontekstuele faktore wat in
die literatuur bespreek word. Hierdie kontekstuele faktore is verder deur die
onderwysers en in die literatuur aan betekenisse wat as hopeloosheid beskryf kan
word, gekoppel. Naas hierdie betekenisse het die onderwysers egter ook ryk of
gedetailleerde beskrywings van ‘n reeks handelinge, nadenkings en motiverings
gebied wat moontlike alternatiewe of verkose betekenisse bied tot die hopeloosheid
wat deur hulle konteks uitgelok word en deur die dominante diskoerse in die literatuur
uitgebeeld word. Die navorsingsbevindings het gelei tot aanbevelings wat hoofsaaklik
daarop gerig is om in sommige van die behoeftes aan ondersteuning wat deur
onderwysers en kinders in gemeenskappe met lae inkomstevlakke ervaar word, te voorsien.
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A Narrative Inquiry into the Professional Identities of Individuals with DisabilitiesSmith-Chandler, Natalie 12 1900 (has links)
Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Employment in capitalist society forms the foundation of social, economic and political order where most individuals between the ages of 18 and 65 are assumed to be in a position to procure gainful employment in their areas of personal interest. Despite the move to democracy, based on the principles implicit in the Human Rights Movement, individuals with disabilities continue to exist as among the most economically disadvantaged groups in society where they are subject to the sustained effects of discriminatory and prejudicial attitudes in the workplace. This is compounded by the pervasive impact of lack of skills development; poor access to education and training; lack of awareness from employers; disabling environments and poor policy development. The purpose of this narrative inquiry was to explore the alternative stories of six individuals with disabilities who are currently employed in the mainstream labour sector as a means to gain insights into individual experiences of obstacles and facilitators to inclusion in the world of work.
A narrative inquiry approach, embedded in a critical, emancipatory research paradigm formed the methodology for this study. This thesis was considered through the lens of an integrated theoretical approach, drawing on poststructuralist and social constructionist thought, interspersed with "episodes" of Lacanian psychoanalysis to attend to aspects of internalized oppression. Six individuals with disabilities, employed in the mainstream labour sector, were selected from three sites, using a purposive sampling method. Data were collected by way of two in-depth unstructured narrative interviews, constructed by way of personal experience stories (Squire, 2008; Riessman, 1993) and life stories (Atkinson, 1998) as a means to explore participants‟ unique life experiences and how they have constructed and asserted their professional identities in the world of work. A dual analysis process (first descriptive, then interpretive) was employed to bring structure and interpretation to the collected texts. Descriptive analysis involved the re-telling of participants‟ personal experience and life stories, using Clandinin and Connelly‟s three dimensional narrative inquiry space, whilst interpretive analysis sought to attend to the universal stories of disability using thematic analysis and synthesis.
The key messages from the narratives revealed that in spite of the fact that many individuals with disabilities demonstrate immense loyalty, low rates of absenteeism, commitment and a range of skills, talents and abilities, disability continues to be conceptualized as an inferior status which inevitably creates widespread marginalization due to the pervasive effects of stigma, fear and ignorance. Many are not privy to vital education and training options as a precursor to entry into the labour market, and unequal salary structures, environmental barriers and physical accessibility are additional constraints which preclude full and equal participation in the mainstream labour sector. This study identified the efficacy of narrative inquiry etched within an integrated theoretical approach as the promise that disability studies has been waiting for. A crucial step in re-writing the historically disabling scripts related to the “disabled identity”, as a means to lobby for more inclusive strategies in the workplace, involves truly listening to the polyphony of individual voices from an emancipatory perspective. / AFRIKAANSE OPSOMMING: Gelyke werksgeleenthede en indiensneming vorm die grondslag van die sosiale, ekonomiese en politieke bedeling in 'n kapitalistiese samelewing. Die aanname is dat die meerderheid individue tussen die ouderdomme van 18 en 65 besoldigde betrekkings kan beklee waarin hulle belangstel. Ten spyte van die verskuiwing na 'n demokrasie wat gebaseer is op die beginsels van die Menseregtebeweging, is individue met gestremdhede steeds deel van 'n ekonomies benadeelde groepering as gevolg van diskriminasie en vooroordele in die werksplek. Hierdie situasie word vererger deur die deurlopende impak van 'n tekort aan vaardighede, beperkte toegang tot onderwys en opleiding, werkgewers se beperkte bewustheid van individue met gestremdheid se behoeftes en potensiaal, ontoeganklike werksomgewings en leemtes in beleidsontwikkeling. Die doel van hierdie narratiewe ondersoek was daarom 'n verkenning van alternatiewe verhale van ses individue met fisiese gestremdheid wat werksaam is in die ope arbeidsmark ten einde insig te kry in hul individuele ervarings van hindernisse en ondersteuning in die werksplek.
Die metodologie van hierdie studie kan tipeer word as 'n narratiewe ondersoekbenadering wat gevestig is in 'n krities-emansipatoriese navorsingsparadigma. Die lens van die studie was dus 'n geïntegreerde teoretiese benadering van post-strukturalistiese en sosio-konstruksionistiese denke en "episodes" van Lakan se psigoanalise om aspekte van geïnternaliseerde onderdrukking te verstaan. Ses individue met fisiese gestremdheid wat werksaam is in die ope arbeidsmark is doelbewus gekies uit drie werksplekke. Data is gegenereer deur twee ongestruktureerde narratiewe onderhoude in die vorm van vertellings oor persoonlike ervarings (Squire, 2008; Riessman, 1993) en lewensverhale (Atkinson, 1998). Die deelnemers se unieke lewenservarings en hul konstruksie en handhawing van hul professionele identiteit in die werksplek was die fokus van die datagenerering. 'n Tweeledige proses van analise (eers beskrywend, daarna interpreterend) is gevolg om die teks te struktureer en te interpreteer. Beskrywende analise, gebaseer op Clandinin en Connelly se driedimensionele narratiewe ruimte, behels die oorvertel van deelnemers se persoonlike ervaring en lewensverhale. Die interpreterende analise daarenteen gebruik tematiese analise en sintese van die universele stories.
Die sentrale tema van die narratiewe is dat gestremdheid steeds gekonseptualiseer word as minderwaardig, ten spyte van hierdie individue se ongekende lojaliteit, min afwesigheid, toegewydheid en omvang van vaardighede, talente en vermoëns. Die stigma, vrese en onkundigheid wat daarmee gepaard gaan lei tot marginalisering. Baie persone met gestremdhede het steeds nie toegang tot onderwys en opleidingsgeleenthede nie en voldoen dus nie aan die vereistes wat gestel word vir toegang tot die arbeidsmark nie. Oneweredige salarisstrukture, hindernisse in die omgewing en fisiese toeganklikheid belemmer volledige en gelyke deelname in die ope arbeidsmark. Hierdie studie bevestig die bruikbaarheid van narratiewe navorsing en 'n geïntegreerde teoretiese benadering in gestremdheidstudies. 'n Belangrike stap is die herskryf van die historiese beskouings van onbekwaamheid en “gestremde identiteit” as 'n poging om te onderhandel vir meer inklusiewe strategieë in die werkplek. Dit behels opregte luister na die individuele stemme vanuit 'n emansipatoriese perspektief.
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Teachers' understandings of girls' inclusion in a Tanzanian secondary schoolMwingira, Margaret Philip 12 1900 (has links)
Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania.
The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data.
Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values.
The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania. / AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië.
Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer.
Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël.
Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole.
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Homosexuality : the disclosure process during adolescenceRobertson, Veronica L. 12 1900 (has links)
Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: During no other time in history have sexual minority individuals been the recipients of so much
attention, scrutiny and unprecedented acceptance and inclusion into mainstream culture. However,
despite advances and society's ever increasing tolerance toward sexual minorities, many individuals
with alternative sexual orientations remain fearful of disclosing their sexuality. Consequently,
adolescents often hide their alternative sexual orientation from others or disclose to only a select
few. Adolescents with alternative sexual orientations face unique challenges, such as the coming out
process, during which they must recognise, explore, define and disclose their orientation in a way
that heterosexual individuals need not. Disclosure of an alternative sexual orientation is a struggle
for most lesbian, gay and bisexual youth due to fears of discrimination, ostracism and violence from
others. Despite a growing body of scientific literature on homosexuality in general, little is known
about the disclosure process and its impact on an adolescent. This study seeks to help fill the gaps
by giving voice to the adolescent by exploring the experience of disclosure. Furthermore, this study
seeks to provide insight and knowledge to mental health professionals to aid adolescent clients
throughout the disclosure process.
This study's research methodology can be described as qualitative research which is embedded
within an interpretive/constructivist paradigm. Purposive sampling was used to select five male and
five female research participants. The methods of data collection that were employed comprised
semi-structured individual interviews and reflective notes. Furthermore, content analysis was used
to analyse the data.
The findings of this study suggest that many unique issues besides the normative challenges that
lesbian and gay adolescents share with heterosexual adolescents characterise their development.
This research study suggests that there are several milestones that are characteristic of lesbian and
gay identity development, the negotiation of which may hinder development in other areas. The
male and female participants described a similar trajectory to coming out, consistently identifying a
feeling of being different during early childhood which resolved into an awareness of same-sex
attraction that concluded in their self-labelling as gay or lesbian. The findings of this study suggest
that the process of disclosure is continuous and emergent. The reactions of parents ranged from
extreme outrage and expulsion from the home to support and acceptance of the fact that their child
had disclosed his/her homosexual orientation. From the findings of this study it would appear that the participants' parents were initially ill prepared and unable to support their child during his/her
disclosure. The participants voiced various strategies to support an adolescent in the position of
disclosing to family. There are several implications of this study's findings for mental health
professionals working with lesbian, gay and bisexual adolescents and youth. / AFRIKAANSE OPSOMMING: Die aandag, noukeurige betragting, aanvaarding en ongekende insluiting binne die hoofstroom van
die kultuur wat tans deur seksuele minderheidsgroepe ervaar word, is ongekend in die geskiedenis.
Ten spyte van vooruitgang en die toenemende verdraagsaamheid teenoor die seksuele minderheid in
die samelewing, vrees diegene wat 'n alternatiewe seksuele oriëntasie toon steeds om hulself bloot
te stel. Gevolglik hou adolessente dikwels hul alternatiewe seksuele oriëntasie geheim of onthul
hulle dit slegs aan 'n uitgesoekte paar persone. Adolessente met 'n alternatiewe seksuele oriëntasie
kom op 'n wyse wat nie vir heteroseksuele individue nodig is nie, voor unieke uitdagings soos die
openbaarmaking van hul oriëntasie te staan wanneer hulle dit moet erken, verken, definieër en aan
die moet lig bring. Die erkenning van 'n alternatiewe seksuele oriëntasie plaas die meeste lesbiese,
gay en biseksuele jeugdiges voor 'n stryd vanweë die vrees vir diskriminasie, verstoting en geweld
deur andere. Ten spyte van die algemene toenemende hoeveelheid wetenskaplike literatuur oor
homoseksualiteit, is daar weinig kennis van die verklaringsproses en die impak daarvan op 'n
adolessent. Hierdie studie poog om die ervaring van verklaring te ondersoek om die adolessent se
stem te laat hoor en sodoende die kennisgaping te oorbrug. Verder poog die studie ook om insig en
kennis aan professionele persone binne die gebied van die geestesgesondheid te bied, om hulle in
staat te stel om adolessente kliënte met die verklaringsproses by te staan.
Die navorsingsmetodologie wat vir die studie gebruik is, kan as kwalitatiewe navorsing binne 'n
interpretiewe/konstruktiwistiese paradigma beskou word. Doelgerigte toetsing is ingespan om vyf
manlike en vyf vroulike deelnemers vir die navorsingspoging te werf. Data is met behulp van
semigestruktureerde onderhoude en reflektiewe notas ingesamel. Verder is inhoudsanalise gebruik
om die data te ontleed.
Die bevindings van die studie dui daarop dat die ontwikkeling van gay en lesbiese adolessente
benewens die normatiewe uitdagings wat deur hulle sowel as heteroseksuele adolessente
aangespreek moet word, ook deur unieke kwessies gekenmerk word. Hierdie navorsingstudie
suggereer dat verskeie mylpale kenmerkend is van die ontwikkeling van lesbiese en gay identiteit
en dat die bewerkstelliging daarvan ontwikkeling in ander areas kan stuit. Die manlike en vroulike
deelnemers aan die studie het langs soortgelyke bane tot die verklaring van hul oriëntasie gekom en
het die gewaarwording dat hulle tydens hul vroeë jeug reeds 'n gevoel dat hulle anders was
konsekwent geïdentifiseer. Hierdie gevoel het tot 'n bewustheid van die aantrekking van dieselfde geslag ontwikkel en tot self-etikettering as gay of lesbies gelei. Die bevindings van die studie stel
voor dat die verklaringsproses voortdurend en opdoemend van aard is. Die reaksies van ouers
wissel vanaf uiterste verontwaardiging en verdrywing vanuit die tuiste tot ondersteuning en
aanvaarding van die wete dat hul kind sy/haar homoseksuele oriëntasie verklaar het. Die bevindings
laat blyk ook dat die ouers van die deelnemers aanvanklik gebrekkig voorbereid was en nie in staat
was om hul kind tydens die verklaring te ondersteun nie. Die deelnemers het verskeie strategieë
voorgestel vir die ondersteuning van 'n adolessent wat hom/haar op die punt van hierdie verklaring
aan die gesin bevind. Die studie se bevindings het ook verskeie implikasies vir professionele
persone wat binne die gebied van die geestesgesondheid met lesbiese, homoseksuele en biseksuele
adolessente en jeugdiges te doen het.
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Die ervaring van vier adolessente met kogliere inplantingsDu Toit, Susan 12 1900 (has links)
Thesis (MEdPsych)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Cochlear implantation is a surgical procedure, where an electronic device is
implanted into the inner ear to give people, with severe to profound hearing loss,
access to sound and the spoken word. In spite of a wealth of international research,
local studies on cochlear implants, and more specifically research concerning the
experience of adolescents with the device, are limited. Adolescence, as a
development stage, is also a very difficult phase, which is marked as a crisis period
in the developement process towards maturity, as well as a continued
selfconsciousness and worry about how others perceive them. It may therefore be
deduced that the use of the cochlear implants could cause this to be an intense
experience during this developmental phase and that served as motivation to
conduct my research specifically on adolescents.
This generic qualitative study had a dual purpose: Firstly it endeavoured, through
explorative and descriptive research, to determine the experience of adolescents
with cochlear implants in school and also in other social circumstances. That
sparked off a better understanding and insight, concerning the experience of
adolescents with these devices. Secondly, the purpose of this study was to enquire
into and describe the experience of adolescents with their support systems. This in
turn lead to the identification of support systems, but also the lack of such systems in
the personal-, social- and learning environment.
An interpretative qualitative study was designed to explain the experience of
adolescents with cochlear implants. The Bronfenbrenner Bioecological Model of
human development was used as framework to discuss the complex experience of
adolescents with cochlear implants. The Asset based approach, as well as
Outcomes of well-being founded on the principles of Positive Psychology, was also
used as theoretical and conceptual framework to explain existing assets, support
systems and management strategies.
Four adolescents with cochlear implants and their parents took part in the the study.
In-depth data was generated through alternative methods of interviewing, which
were adjusted according to the unique requirements of each participant as well as
the level of their loss of hearing. Interactive activities, that targeted the interest of participants, were adapted to their language ability and visually interactive were also
used. Interviews were constantly supported by thorough field notes. Raw data was
then transcribed and processed by using the constant comparative method.
The themes, that were constructed from these, seem to indicate that the experieces
of these adolescents are unique and are influenced by several intrapersonal and
external factors. The exploration of these factors revealed the following:
• Adolescents with cochlear implants sometimes experience social exclusion at
school as well as amongst their friends.
• Various obstacles lead up to social exclusion: Firstly, adolescents with cochlear
implants are not able to follow group conversations and background
interference further hampers their limited hearing. Secondly, they experience a
lack of effort from their peers and teachers to include them in conversations,
because the latter have a wrong perception that cochlear implants restore deaf
people's hearing 100%.
• Participants often experience powerlessness concerning their deafness and are
selfconscious due to the visibility of the cochlear implant.
• Scholastic advancement is further hampered by the ignorence of teachers,
concerning the needs of learners with cochlear implants, and also due to
language impairments caused by their deafness.
• Personal strengths, like a positive outlook, assertiveness and perseverance,
along with coping strategies, like extreme effort and mediation by parents at
school, for their adolescents with cochlear implants, improve the resilience of
this group to handle the above mentioned obstacles.
• Other children with cochlear implants, the families of participants and school
are considered to be the primary support systems.
Suggestions, concerning the development and improvement of the support systems
of adolescents with cochlear implants, were made on the basis of the data results.
Due to the limited range of this study, further research suggestions have been made,
that are supported by the knowledge gained in this study about the experience of
adolescents with cochlear implants. / AFRIKAANSE OPSOMMING: Kogleêre inplantering is 'n chirurgiese metode, waar 'n elektroniese toestel in die
binneoor inplanteer word om mense met erge tot uitermatige gehoorverlies, toegang
tot klanke en gesproke taal te gee. Ten spyte van 'n rykdom internasionale
navorsing, is nasionale studies oor kogleêre inplantings, en meer spesifiek rakende
adolessente se ervaring daarmee, beperk. Adolessensie, as ontwikkelingstadium, is
ook 'n moeilike fase wat gekenmerk word as 'n krisistydperk in die
ontwikkelingsproses tot volwassenheid, asook volgehoue selfbewussyn en kommer
oor hoe ander hul ervaar. Die afleiding is dus dat die gebruik van kogleêre
inplantings tydens hierdie ontwikkelingsfase, aanleiding kan gee tot 'n intense
belewing daarvan en het dit daarom ook as motivering gedien om my ondersoek
spesifiek op adolessente te rig.
Die doel van hierdie generies kwalitatiewe studie was tweeledig: Eerstens het dit
gepoog om, deur verkennende en beskrywende navorsing, die ervaring van vier
adolessente met kogleêre inplantings in die skool, en ander sosiale hoedanighede,
te bepaal. Dít het aanleiding gegee tot 'n ruimer begrip en insig aangaande
adolessente se belewing met hierdie apparate. Tweedens het die studie ten doel
gehad om die adolessente se belewing van hul ondersteuningsisteme te ondersoek
en te beskryf. Dit het voorts gelei tot die identifisering van ondersteuningsisteme,
maar ook die leemtes daarvan in hul persoonlike-, sosiale- en leeromgewing.
'n Interpretivistiese, kwalitatiewe studie is ontwerp om die ervarings van adolessente
met kogleêre inplantings te verduidelik. Bronfenbrenner se Bioekologiese Model van
menslike ontwikkeling is as raamwerk gebruik om die kompleksiteit van adolessente
met kogleêre inplantings se ervaring te bespreek. Die Bategebaseerde benadering,
sowel as Uitkomste van welwees ("well-being") wat berus op die beginsels van die
Positiewe Sielkunde, is verder as teoretiese en konseptuele raamwerk gebruik om
bestaande bates, ondersteuningsisteme en hanteringstrategieë te verduidelik.
Vier adolessente met kogleêre inplantings en hul ouers het aan die studie deelgeneem.
Data is genereer deur alternatiewe metodes van onderhoudsvoering, wat
aangepas is volgens elke deelnemer se unieke behoeftes en verskillende grade van gehoorverlies. Daar is ook gebruik gemaak van interaktiewe aktiwiteite, wat op
deelnemers se belangstellings gerig was, volgens hul taalbekwaamheid aangepas is
en ook visueel ondersteunend was. Onderhoude is deurlopend met deeglike
veldnotas ondersteun. Rou data is getranskribeer en deur middel van die konstante
vergelykende metode verwerk.
Die temas, wat hieruit gekonstrueer is, dui daarop dat hierdie adolessente se
ervarings uniek blyk te wees en deur verskeie intrapersoonlike en eksterne faktore
beïnvloed word. Die verkenning van hierdie faktore het die volgende aan die lig
gebring:
• Adolessente met kogleêre inplantings beleef soms sosiale uitsluiting in die
skool, asook tussen hul vriende.
• Verskeie hindernisse gee aanleiding tot sosiale uitsluiting: Eerstens kan
adolessente met kogleêre inplantings nie gesprekke in groepe volg nie en word
hul gehoor verder deur agtergrondgeraas belemmer. Tweedens is hul belewing
dat hul vriende en onderwysers nie aanpassings maak om hul by gesprekke te
betrek nie, omdat hulle oor 'n wanpersepsie beskik dat kogleêre inplantings
mense wat doof is se gehoor 100% herstel.
• Deelnemers beleef dikwels magteloosheid oor hul doofheid en is selfbewus oor
die sigbaarheid van die kogleêre inplanting.
• Skolastiese vordering word belemmer deur onderwysers se onkunde
aangaande die behoeftes van leerders met kogleêre inplantings, maar ook as
gevolg van taalagterstande, wat deur hul doofheid veroorsaak word.
• Persoonlike sterktes, soos 'n positiewe lewensingesteldheid, beslistheid en
deursettingsvermoë, asook hanteringstrategieë, soos uiterse harde werk en
voorspraak, wat ouers vir hul adolessente met kogleêre inplantings by die skool
maak, bevorder veerkragtigheid ("resilience") by hierdie groep adolessente om
bogenoemde hindernisse te hanteer.
• Ander kinders met kogleêre inplantings, adolessente deelnemers se gesinne en
ook die skool word as primêre ondersteuningsisteme beskou.
Aanbevelings rakende die verbetering van adolessente met kogleêre inplantings se
ondersteuningsisteme is op grond van die bevindinge uit die data gemaak. Vanweë
die beperkte omvang van hierdie studie is daar ook, na aanleiding van verworwe
kennis aangaande die ervarings van adolessente met kogleêre inplantings, verdere
navorsingsvoorstelle gemaak.
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