Inclusion has been embraced in many communities as a useful strategy in addressing learner diversity. Juveniles in correctional centres are usually different and have various needs. Applying inclusion in such a setup is envisaged to address the needs of diverse learners. The study focuses on how inclusion can be used as a strategy to promote social wellness of juvenile offenders in a bid to reduce recidivism and to facilitate smooth social re-integration. The aim of the study was to investigate and explore ways in which inclusion can be used to promote social wellness among juvenile offenders. The ecosystemic theoretical framework was used as a lens to explore the impact of social systems in the development of juvenile offenders. Qualitative research design was used and data were collected by means of semi-structured interviews. Ten juveniles and teachers were selected in a Gauteng correctional centre on the basis of availability and willingness. Participants were informed that their participation was voluntary and all the information concerning the study was communicated to them. They were given consent forms to complete after they had agreed to participate. Findings revealed that education at the centre promotes social wellness and had resulted in positive behavioural change among most juveniles. Relationships among juveniles and with stakeholders also improved with education received at the centre. The major challenges faced were that teachers had not received adequate training in inclusion and inadequate psycho-social support was given to inmates. It was recommended that teachers be given in-service training in inclusion and how to deal with learners with behavioural challenges. More psycho- social support should be provided and family involvement to be intensified. / Inclusive Education / M. Ed. (Inclusive Education)

Inclusion has been embraced in many communities as a useful strategy in addressing learner diversity. Juveniles in correctional centres are usually different and have various needs. Applying inclusion in such a setup is envisaged to address the needs of diverse learners. The study focuses on how inclusion can be used as a strategy to promote social wellness of juvenile offenders in a bid to reduce recidivism and to facilitate smooth social re-integration. The aim of the study was to investigate and explore ways in which inclusion can be used to promote social wellness among juvenile offenders. The ecosystemic theoretical framework was used as a lens to explore the impact of social systems in the development of juvenile offenders. Qualitative research design was used and data were collected by means of semi-structured interviews. Ten juveniles and teachers were selected in a Gauteng correctional centre on the basis of availability and willingness. Participants were informed that their participation was voluntary and all the information concerning the study was communicated to them. They were given consent forms to complete after they had agreed to participate. Findings revealed that education at the centre promotes social wellness and had resulted in positive behavioural change among most juveniles. Relationships among juveniles and with stakeholders also improved with education received at the centre. The major challenges faced were that teachers had not received adequate training in inclusion and inadequate psycho-social support was given to inmates. It was recommended that teachers be given in-service training in inclusion and how to deal with learners with behavioural challenges. More psycho- social support should be provided and family involvement to be intensified. / Inclusive Education / M. Ed. (Inclusive Education)

This study investigates the role of cultural diversity on social wellness in a diverse school setting. It explores the views of learners and teachers on issues pertaining to cultural diversity and social wellness in the school. An integrative lens encompassing Hettler’s (1970) wellness theory and Letseka’s (2000) Ubuntu principle were used as the framework to guide the study. The interpretivist paradigm was used because the research method for this study is qualitative in nature. Purposive sampling was used in this study where fifteen participants were selected. The approach used is a case study, with the case being a multicultural primary school in Gauteng Province, South Africa. Ethical clearance was obtained from the Unisa’s Ethics Committee. Furthermore, permission was granted by the Department of Basic Education and the school’s principal. All participants signed consent and assent letters before data were collected. Learner participants gave their assent to take part in the study after consent had been obtained from their parents and guardians prior to the commencement of data collection. Data collected reflected the participants’ understanding of the need and means to promote social wellness within a culturally diverse school setting. It also suggests that it is possible to make diversity work for, instead of against us as is advocated for by Sheets (2005). The themes that emerged from collected data were: knowing one another as well as each other’s cultures, respect for equality and human dignity, loving kindness and compassion towards everyone, practicing good manners and discipline towards everyone, positive social interaction/desired attitude and also leading by example. These themes form guidelines that can be used in promoting social wellness in the school. / Inclusive Education / M. Ed. (Inclusive Education)

This study investigates the role of cultural diversity on social wellness in a diverse school setting. It explores the views of learners and teachers on issues pertaining to cultural diversity and social wellness in the school. An integrative lens encompassing Hettler’s (1970) wellness theory and Letseka’s (2000) Ubuntu principle were used as the framework to guide the study. The interpretivist paradigm was used because the research method for this study is qualitative in nature. Purposive sampling was used in this study where fifteen participants were selected. The approach used is a case study, with the case being a multicultural primary school in Gauteng Province, South Africa. Ethical clearance was obtained from the Unisa’s Ethics Committee. Furthermore, permission was granted by the Department of Basic Education and the school’s principal. All participants signed consent and assent letters before data were collected. Learner participants gave their assent to take part in the study after consent had been obtained from their parents and guardians prior to the commencement of data collection. Data collected reflected the participants’ understanding of the need and means to promote social wellness within a culturally diverse school setting. It also suggests that it is possible to make diversity work for, instead of against us as is advocated for by Sheets (2005). The themes that emerged from collected data were: knowing one another as well as each other’s cultures, respect for equality and human dignity, loving kindness and compassion towards everyone, practicing good manners and discipline towards everyone, positive social interaction/desired attitude and also leading by example. These themes form guidelines that can be used in promoting social wellness in the school. / Inclusive Education / M. Ed. (Inclusive Education)

This research is about bullying in schools. The aim of the study was to investigate how the problem of bullying is understood in schools, its causes, types, effects, general patterns and strategies to curb this bullying problem in schools derived from the bioecological theory, through interviewing teachers, learners and principals at secondary school level. Qualitative approach and a case study were used. This qualitative research was conducted at three inclusive secondary schools in Johannesburg North District in Gauteng province in South Africa through engaging eighteen learners in Grade Eleven and Twelve in focus groups. One focus group composed of six learners was conducted at each of three participating schools. Nine teachers, three from each of the three participating schools were involved in semi- structured interviews to solicit data on how they understand bullying, its causes, types, effects, general patterns and ways of addressing bullying in schools. Three principals, one from each of the selected schools also participated in this study. All the participants participated in this research through invitation to voluntary participation after being made aware of the purposes of the study by the researcher. Thus, a purposive sample of three principals, nine teachers and eighteen learners was used by the researcher. Semi- structured interviews and focus group interviews were used as research instruments in this study. Teachers and principals were engaged in semi- structured interviews and learners were involved in focus group interviews. The bio- ecological theory and the wellness theory were used as theoretical frameworks in this research to understand bullying, its causes, types, effects and general patterns, so as to come up with strategies to address bullying that target the learners’ social contexts rather than the learners themselves as is with the case with the psychological model. Before conducting this research, the researcher obtained ethics clearance from the University of South Africa’s ethics committee, clearance was also obtained from Gauteng Department of, clearance from Johannesburg North District as well as acceptance letters from participating inclusive secondary schools. The researcher also obtained assent from the eighteen Grade eleven and twelve learners who participated in this study. Assent was also obtained from parents of learners who participated in this research. Consent was also obtained from the nine teachers and three principals who participated in this research. After conducting focus group discussions and semi- structured interviews with teachers and principals, the researcher transcribed data verbatim for the purposes of analysing it. After transcribing data, it was colour coded, then categorised and categories were further fused into themes which were discussed in chapter five in relation to literature reviewed in chapter two. Some interesting findings were discovered in this research. Lack of resources, violence and violent video games were found to be causes of bullying in schools. ‘Gangsterism’ and peer influence were said to be general patterns of bullying in schools. Low academic performance and absenteeism were said to be effects of bullying in schools. Physical bullying, verbal bullying, emotional bullying, social bullying, sexual bullying, teacher- learner bullying, learner to learner bullying, gender based bullying and cyber bullying were said to be some types of bullying prevalent in schools. Working with various stakeholders in education such as organisations like Love Life, S.E.N.C.A, South African Police Services and Community Based Youth Centres as well as other professionals like social workers, psychologists and specialist teachers was found to be helpful address bullying in schools. Findings also indicated that involving parents and community leaders in school activities assist to address bullying in schools. Installing cameras and suggestion boxes, reporting all forms of bullying installing cameras, bullying awareness campaigns, training staff and having bullying lessons in the school timetable were mentioned effective methods of eradicating all forms of bullying in all schools. However, the study recommends that, teachers and principals be staff developed on issues related to how bullying is understood in schools in relation to its causes, types, effects, general patterns and strategies to stop it in school. / Inclusive Education / M. Ed. (Inclusive education)

Abstracts in English, Zulu and Shona / The purpose of the study was to examine the role of educators in enhancing the social wellness on juvenile offenders in Zimbabwe. The theoretical framework that underpinned the study was the Wellness Theory of Bill Hettler (1980) used as the lens to explore and generate understanding on how educators enhance the social wellness of juvenile offenders. The study was located within an interpretive paradigm. Qualitative research design and case study approach were used in this study. Moreover, purposive sampling approach was used to select the samples of educators and juvenile learners who responded to the qualitative questionnaires and those who participated in the interviews, which were used for data collection. The research had five educators and ten juvenile offenders who participated at one of the correctional centres in Zimbabwe based on availability and willingness. In addition, the researcher adhered to ethical standards in terms of gaining permission for access, issues of informed consent, voluntary participation, and confidentiality. Data were gathered by means of self-administered qualitative questionnaires with open-ended questions, interviews and observation. The research identified that no research has been carried out in Zimbabwe’s correctional centres to thoroughly explore the role of educators in the enhancement of the social wellness of juvenile offenders. The findings firstly revealed that education promoted the social wellness and resulted in positive behavioural change among juvenile offenders at the correctional centre. Secondly, education promoted the development of various technical skills in juvenile learners, such as agriculture and welding, as well as interpersonal skills such as anger management, respect, problem solving, and communication. The findings revealed that some juvenile offenders developed entrepreneurship skills. Some of the juveniles were making doormats, fence making and plaiting extensions. One of the juveniles had a unique skill in plaiting and braiding. He taught his friends, and now they are plaiting extensions and selling them. Thirdly, the findings revealed that educators are essential in the enhancement of the social wellness of juvenile offenders in an effort to reduce recidivism and facilitation of good and smooth social reintegration into mainstream society after incarceration. The challenges faced by the educators included limited resources and inadequate training as specialists who teach juvenile offenders. It was recommended that educators be empowered through in-service training to enable them to facilitate the capacitation of juvenile learners’ social wellness. / Ucwaningo lolu luphenye ngendima yothisha ekuthuthukisweni kwenhlalonhle yabantu abahlukumezanayo abasebasha eZimbabwe. Lolu cwaningo lugqamisa imfundo yasejele njengengxenye ebalulekile yenqubo yokuvuselela kanye nentuthuko yezoni zabasha. Uhlaka lwethiyori oluqondise lolu cwaningo luyimodeli yokuphila kahle ekaBill Hettler futhi ucwaningo lutholwa phakathi kwomongo wendaba ohumushekayo. Kusetjenziswe ukuhlahlela okuphathelene nesimo kanye nokuhlaziya okubhekane nesimo esisodwa noma nomuntu oyedwa isikhathi esithile okwenziwe esikhungweni esisodwa sokuLungiswa eZimbabwe. Ngaphezu kwalokho, isampula elinenhloso lalisetshenziselwa ukukhetha isampula eyayiqukethe othisha abahlanu nabahlukumezi abasebasha abayishumi. Leli sampula labantu lihanganyele ngokutholakala kanye nokuvuma kwayo. Umcwaningi wenze izinto ngenkambo elungileyo ngocela imvume yokungena endaweni, ukuthola imvume ebhaliwe ebantwini abayingxenye yocwaningo, ukuhlanganyelwa ngokuzikhethela, nokugcina umbiko ngokwemfihlo. Idatha iqoqwe ngohlu lwemibuzo evulekile, izingxoxo kanye nokubukwa. Lokhu okutholiwe kubonisa ukuthi alukho ucwaningo oluyenziwe emajele aseZimbabwe ukuhlola indima yothisha ekuthuthukisweni kwenhlalonhle yabantu abahlukumezanayo abasebasha. Ucwaningo lubonisa ukuthi, okokuqala, imfundo ithuthukisa inhlalonhle yomphakathi, futhi iholele ekuguqukeni kokuziphatha okuhle kubahlukumezi abasebasha. Ngaphezu kwalokho, imfundo ithuthukise amakhono ahlukahlukene wezobuchwepheshe, njengezolimo, ukushisela, namakhono wokusebenzisana nabantu njengokuphatha intukuthelo, inhlonipho, ukuxazulula izinkinga nokukhulumisana. Okunye okutholakele ukuthi abanye abahlulumezi bathuthukise ikhono lokuqala ibhizinisi elizimele. Abanye bayenze izisulelo zasemnyango, ukuyenza ucingo, nokuluka. Omunye wabahlukumezi nokhono olukhethekile lokuqhina izinwele. Wafundisa abangani bakhe, kanti futhi manje baqhina imifakelo yezinwele, bese bayazithengisa. Okwesithathu, ucwaningo lubonisa ukuthi abothisha babalulekile ekuthuthukisweni kwenhlalonhle yabantu abahlukumezanayo abasebasha njengendlela yokugwema ukona ukophindaphindiwe kwabahlukumezi, kanye nokuthuthukisa ukubuyela kwabo ephakathini okukahle emva kwokuboshwa. Ezinye izinselelo ezibhekane nabothisa izinsizakusebenza ezilinganiselwe nokuqeqeshwa okunganele njengongoti abafundisa iziboshwa zentsha. Kululekwe ukuthi othisha banikezwe amandla ngokuqeqeshwa basasebenza okuzokwenza ukuthi balungiselele ukhlomisa kwenhlalonhle yabantu abahlukumezanayo abasebasha. / Chinangwa chetsvakurudzo ino chaiva chekuongorora basa revarairidzi mukuvandudza ukama nemagariro akanaka munharaunda evapari vemhosva vechiki muZimbabwe. Donzvo rakateverwa netsvakurudzo ino raiva ramafungiro ava Bill Hetter (1980) anotaridza zveukama namagariro akanaka ayo akashandiswa semuono wekuferefeta nekubudisa manzwisisiro angavapo pakuti varairidzi vangavandudza sei ukama namagariro akanaka munharaunda evapari vemhosva vechidiki. Tsvakurudzo iyi yakazendama pamafungiro anosimbisa madudzirirwo akanaka epfungwa. Mutsvakurudzi akashandisa maonere anokoshesa kunzwisisa mashoko avanhu munharaunda, maitiro avo nemaonere avo. Mutsvakurudzo iyi, umboo hwakadzika hwakatorwa muzviitiko zvikuru zvakamiririra zviitiko zvakada kufanana nazvo. Pamusoro pazvo, avo vakasharwa kuti vave vapi vepfungwa vakasarudzwa zvichienderana nezvavakambosangana nazvo uyewo zvavanoziva pamusoro pedambudziko riri kuferefetwa. Vapi vepfungwa ava vaisanganisira varairidzi uye vadzidzi vechidiki vemazera epakati nepakati. Ava vakapindura mibvunzo yaiva yakagadzirwa pamagwaro avaizadzisa uye vamwe vakaita zvekupa pfungwa dzavo kupfurikidza nehurukuro dzakarongwa nemutsvakurudzi. Pfungwa dzakabuda mutsvakurudzo iyi dzakabuda kubva kuvarairidzi vashanu nevapari vemhosva vechidiki gumi avo vakasarudzwa kubva munzvimbo dzinochengeterwa vakapara mhosva nechinangwa chekuvavandudza mararamiro avo muZimbabwe zvichienderana neuvepo hwavo uye kuzvisarudzira zvakasunguka kupinda mutsvakurudzo. Mutsvakurudzi akatevera mitemo inomusungira kuremekedza kodzero dzevanhu, uye nzvimbo zvinosanganisira kuwana mvumo yekupinda munzvimbo, kupa vapi vepfungwa ruzivo rwakakwana pamusoro pechinangwa chetsvakurudzo, kupa vapi vepfungwa sununguko yekupinda mutsvakurudzo pasina kumanidzwa uyewo mutsvakurudzi akavimbisa kubata hana nekusashambadzira mazita avanhu vakapinda mutsvakurudzo. Pfungwa dzakaunganidzwa kuchishandiswa magwaro emibvunzo akapiwa kunevamwe vevakapinda mutsvakurudzo. Mutsvakurudzi pachezvake ndiye akagovera magwaro aya kuvapi vepfungwa. Mibvunzo yaiva mumagwaro aya yaipa vapi vepfungwa mukana wekurondedzera maonero avo vakasununguka. Dzimwe nzira dzakashandiswa dzaisanganisira hurukuro pakati pemupi wepfungwa nemutsvakurudzi uye kuongorora kupfurikidza nekucherechedza zvakadzika zviitiko. Tsvakurudzo iyi yakawana kuti hapana tsvakurudzo yati yamboitwa inoongorora basa revarairidzi mukuvandudza ukama nemagaririo akanaka munharaunda evana vemazero epakati nepakati munzvimbo dzinochendeterwa vapari vemhosva nechinangwa chekuvandudza magariro avo akanaka munharaunda. Chekutanga, kwakaonekwa kuti dzidzo inosimudzira ukama nemagariro akanaka munharaunda zvinozoita kuti pave nekushanduka kwakanaka kweunhu hwevapari vemhosva vechidiki vezera repakati nepakati. Chepiri, zvakabuda kuti dzidzo inosimudzira kuvandudzwa kweunyanzvi hwekurima, kupisira simbi, kudyidzana, kuzvidzora pahasha, ruremekedzo, kugadzirisa matambudziko uye kutaurirana. Zvakabuda mutsvakurudzo zvinotaridza kuti vamwe vapari vemhosva vechidiki vakavandudza unyanzvi hwekutanga mibato inovandudza upfumi. Vamwe vechidiki ava vaigadzira zvidhava zvepamikova, mafenzi uye kuruka kwamazuva ano. Umwe wevechidiki ava akataridza unyanzvi hwepamusoro hwekuruka nekukosha bvudzi remvere mumusoro. Akadzidzisa vamwe vake avo vave mubasa rekuruka nekukosha bvudzi remvere vachitengesa. Chetatu, zvakaonekwa kuti varairidzi vakakosha pakuvandudza ukama nemagariro akanaka evadiki vezera rekapati nepakati munharaunda nechinangwa chekudzikisa kupariwazve kwemhosva naavo vakasimbopara mhosva uye kuona kuti kupinda nekukwana zvakare munharaunda kwevakambopara mhosva kwaitwa zvakanaka pasina zvigozhero. Matambudziko anosanganikwa nawo navarairidzi anosanganisira kushaikwa kwezvishandiso uye kushaikwa kwemukana wekudzidza unyanzvi hwakakwana hwekudzidzisa vapari vemhosva vechidiki vezera repakati nepakati. Mutsvakurudzi akapa rairo yekuti varairidzi vapiwe unyanzvi kupfurikidza nekudzidziswa vari pamabasa avo zvingaite kuti vagone kubetsera vechidiki vemazera epakati nepakati ukama nemagarire akanaka munharaunda. / Psychology of Education / M. Ed. (Psychology of Education)

Abstract in English, Zulu and Sesotho / The study set out to investigate the state of teacher-learner relationships in a culturally diverse Grade 10 classroom from a social wellness perspective. The views of teachers and learners who were purposively sampled as study participants were explored on issues relating to the phenomena under study. A triple integrative theoretical lens comprising three theories, namely, Ubuntu theory, the self-system theory and the social wellness theory were used to guide this study. These theories collectively view the social system as influencing individuals’ attitudes, beliefs, feelings, and relationships with others, and as determining individuals’ development of the total self and identity, ultimately. The study is qualitative in nature and hence employed the interpretivist paradigm as well as the case study design. The case was a multicultural secondary school located in Gauteng Province, South Africa. Data were collected from participants using an open-ended questionnaire and structured interviews. Data collected through the open-ended questionnaire were analysed using Creswell’s (2009) sequential steps for data analysis, while data from structured interviews were analysed through Tesch’s (1990) steps of data analysis. Analysed data was interpreted from the participants’ viewpoint and discussed in relation to related literature. Several themes were identified from the analysed data and these answer the research questions. Generally, the findings reveal that in the case school, the teacher-learner relationship is positive, and that the cultural diversity in the school is recognised, acknowledged, valued, and embraced. Basically, the case school embraces the values of Ubuntu. The researcher managed to generate a new theory called the ‘Self with Others Wellness Theory, derived from the study’s findings which embraces the African values of Ubuntu. Therefore, the study contributes and adds to existing theory, and is valuable for guiding and informing policy. The study also therefore adds value to the practice of education and other disciplines to which it is applicable. / Ucwaningo lolu luqonde ukuhlaziya isimo sobudlelwano bothisha nabafundi bebanga leshumi abanamasiko ahlukile egumbini labo lokufundela esifundazweni saseGauteng. Imibono yothisha neyabafundi ababambiqhaza ocwaningweni bekhethwe ngokwenhloso iye yahlolwa, yaphenyisiswa ngokuphathelene nobudlelwano babo basegumbini lokufundela. Uhlaka oluhlangene lwemibono olunemibono emithathu lusetshenzisiwe kwaba yilo oluqondisa lolucwaningo. Loluhlaka lwemibono ehlangene lugoqela umbono woBuntu, uhlelo lokuzenzela kanye nempilo yenhlalo. Imibono le yomithathu ithi inkolelo yabantu, isimo sabo sengqondo nemizwa yabo kuthuthukiswa luhlelo lwezenhlalo. Ephenyweni lolu kusetshenziswe ucwaningo lokuqonda yingakhonje kuye kwasetshenziswa futhi neparadigm yomhumushi kunye nomklamo wesifundo sesigameko. Isigameko sesifundo yisikole samabanga aphezulu esinabafundi nothisha abanamasiko ahlukile esifundazweni saseGauteng, eMzansi Africa. Imininingo yophenyo yathathwa kwababambiqhaza ocwaningweni kusetshenziswa uhla lwemibuzo evulekile kunye nezingxoxo ezihlelekile ezinemibuzo evulekile. Indlela ka Creswell (2009) yokuhlaziya imininingo yophenyo yasetshanziswa ukuhlaziya imininingo yophenyo eyaqoqwa kusetshenziswa uhla lwemibuzo evulekile; ikanti imininingo yocwaningo eyaqoqwa kusetshenziswa izingxoxo ezihlelekile ezinemibuzo evulekile yona yahlaziywa kusetshenziswa indlela ka Tesch (1990) yokuhlaziya imininingo yophenyo. Imininingo yocwaningo ehlaziyiwe yaxoxwa yabuye yachazwa ngendlela ababambiqhaza ocwaningweni abayibona ngayo, yasisekelwa yimibhalo yabacwaningi bangaphambilini. Imibono embalwa yavela kumininingo yophenyo ehlaziyiwe, kanti lemibono izimpendulo kwimibuzo yocwaningo loluphenyo oluqonde ukuyiphendula. Jikelelenje, kutholakala ukuthi ubudlelwano phakathi kothisha nabafundi egumbini lokufundela esikoleni sesigameko buhle, nokuthi futhi ukwehluka kwamasiko kulesikole kuyabonakala, kuyavunywa, kuyamukelwa ikanti njalo kuyabalulekiswa. Kuye kwavelake futhi kuloluphenyo ukuthi isikole sesigameko siyabubalulekisa Ubuntu. Umcwaningi wenelisile ukwakha umbono esebenzisa impumela yalolucwaningo wawubiza ngokuthi yi ‘African Self with others wellness theory’, okuchaza ukuthi mina nabanye kumele siphilisane njalo sihlalisane kahle. Lokhu kuyingxenye yobuntu. Lolucwaningo luyelwengeza imibono ekhona ngakhoke lubalulekile futhi luyakwazi ukwazisa inqubomgomo. Lolucwaningoke luyawuphakamisa umkhuba wezemfundo kunye neminye iminyango ehambisana nawo. / Peyakanyo ya dipoelo tša dinyakišišo tše tša thutho e tšweleditšwe go nyakišiša seemo sa phedišano magareng ga morutwana le morutiši ka phaphušing ya bolesome yeo e swerego bana bao ba tšwago ditšong tše di fapanego, gagologolo go lebedišišwa phedišano go ya ka maitswaro a botho. Mebono ya barutwana le barutiši e šomišitšwe bjalo ka mohlala go bakgatha tema mo dinyakišišong tše, go lekodišišwa ditabanatabana tšeo di sepelelanago le peyakanyo ya mongwalo wo. Setšweletšwa sa go bonagatša sa mmono seo se hlagišago ke megopolo e meraro yeo e kopanego, se šomišitšwe go hlahla peyakanyo ya mongwalo wo e le ge gothwe ke mogopolo wa botho, mokgwa wo motho a ipotšago ka gona le boemo ba tšhumišo ya botho bathong. Megopolo ye e tšweletša mokgwa wo re phelago ka gona, go na le seabe mo go fekeetšeng mokgwa wa motho, maitshwaro a motho, maikutlo a motho le go phedišana le ba bangwe e bile go bonagatša tswelopele ya motho gore ke mang ge se a feleletše ka bo yena go fihla bofelong. Peyakanyo ya mongwalo wo e tšweletšwa gabotse ke tlhago, e šomišitše mekgwana ya go hlalosa ka setlwaedi e le ka mokgwa wo mongwalo wo o kgabišitšwego ka gona. Tirelo ya mongwalo wo e diretšwe mo sekolong sa bana ba batšwago ditšong tše fapanego, gona Provenseng ya Gauteng, Afrika borwa. Kgoboketšo ya ditaba e humanwe gotšwa dipoledišanong tše beyakantšweng le mekgwana yeo e šomišiwago go botšišana ka go lokologa mo bakgathatemeng. Kgoboketšo ya ditaba tšeo di tšwago go wona mokgwa wa go botšišana ka go lokologa, dilekodišitšwe e le ge go berekišitšwe mokgwa wa tekodišišo ya kgato ka kgato ka go latelelana ya go lekodišiša ya Creswell (2009), mola kgoboketšo ya ditaba tšeo di tšwago go poledišano tšeo di beyakantšwego di lekudišišitšwe ka mokgwa wa tekudišišo ya dikgato ya Tesch (1990). Tekodišišo ya ditaba e be e lebeletše gagolo mebono ya bakgathatatema gammogo le go boledišana ga bona mo mongwalong wo. Tlhogo ya ditaba e bile ya lemogiwa gotšwa go ditekedišišo tšeo di dirilwego e le ge di araba dipotšišo mo dinyakišišong tše. Ka kakaretšo go humanegile gore maitshwaro a morutiši le morutwana ke a mabotse ka maatla e bile le ditšo tše fapanego di ya kgona go lemogiwa, di amogelegile, di dumeletšwe, e bile di ya hlomphiwa le go ratiwa. Gabotse mongwalo wo o kgantšha maemo a godimo a botho bathong. Monyakišiši wa tša dipuku o kgonne go tšweletša mogopolo o moswa wo o bitšwago gore ‘’Motho ke Motho ka Batho’’ e le ge o etšwa dinyakišišong tše humanegilego tša go kgantšha botho ba Mafrika bathong. Peakanyo ya mongwalo woo e ba le seabe le go oketša megopolo yeo e bego e le gona, e bile e bohlokwa go šomišwa go hlahla le go beya melao yeo go ka phelwago ka yona. Peakanyo ya mongwalo wo e oketša mokgwa woo thuto le mekgwa ye mengwe e mebotse e tšwelelago ka gona. / Psychology of Education / Ph. D. (Psychology of Education)