Thesis (PhD) -- University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The purpose of this study was to determine if the participation in a movement programme, utilising 21 life skill development strategies would make a significant contribution to adolescent girls' self-esteem. The adolescent girls participating in the programme were from a previously disadvantaged community in the Western Cape, South Africa, and considered to be at-risk youth. The movement divisions through which the life skill strategies of the five and one half month programme were presented to the experimental group, were designed by the investigator, and included: modern dance, swimming, self-defence and an individual session of team building. Harter's (1985) Self-perception Profile for Children was used to measure the six subscales of self-competence/esteem of a control group (n = 8) and an experimental group (n = 13) of girls between ages 13 - 16. The six dimensions of self-esteem measured, included: global self-worth; scholastic competence; social acceptance; athletic competence; physical appearance, and; behavioural conduct. On completion of the movement intervention programme by the experimental group, all the girls (N = 21) were post tested, using the same quantitative measurement instrument. The experimental group completed an additional open-ended Life Skill Questionnaire, designed by the investigator, to see if there had been a cognitive transferral of the life skills used in the movement programme from the movement experience to everyday life activities. Following the comparison between the pre- and post-test data of Harter's (1985) Se/fperception Profile for Children, it was concluded that participation in the movement programme had an overall positive and significant affect on the six sub-scales of the girls' self-esteem. On analysis of the girls' responses to the Life Skill Questionnaire it was found that they had been able to utilise all 21 life skills in the various movement components offered in the programme, and that cognitive transferral of the skills had taken place to their everyday environment. Conceming the movement division, the statements revolving around the utilisation of the skills predominantly revolved around ii Stellenbosch University http://scholar.sun.ac.za the swimming, followed by dance and lastly self-defence. The life skills that were most widely used in their everyday environment were highlighted by the themes of perseverance, commitment and academics. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om vas te stel of die deelname aan 'n bewegingsprogram, waartydens 21 lewensvaardigheid-ontwikkelingstrategiee gebruik word, beduidende bydrae tot die selfagting van die adolessente meisie sou lewer. Die adolessente meisies wat aan die program deelgeneem het, kom vanuit 'n voorheenbenadeelde gemeenskap in die Wes-Kaap, Suid-Afrika, en word as hoe-risiko jeug beskou. Die bewegingsverdelings waarmee die lewensvaardigheidstrategiee van die vyf en 'n half maandelange program vir die eksperimentele groep aangebied is, is deur die navorser ontwerp en sluit die volgende in: mode me dans, swem, selfverdediging en 'n individuele sessie van spanbou. Harter (1985) se "Sett-perception Profile for Children" is gebruik om die ses sub-skale van self-bevoegdheid/agting van 'n kontrolegroep (n = 8) en 'n eksperimentele groep (n = 13) van meisies tussen die ouderdomme van 13 - 16 te meet. Die ses dimensies van selfagting wat gemeet is, het die volgende ingesluit: globale selfwaardigheid, akademiese bevoegdheid, sosiale aanvaarding, atletiese bevoegdheid, fisieke voorkoms en gedragsbeheer. Na die afhandeling van die bewegings-intervensieprogram deur die eksperimentele groep is al die meisies (N = 21) getoets met behulp van dieselfde kwantitatiewe meetinstrument. Die eksperimentele groep het In addisionele Lewensvaardigheidsvraelys voltooi, wat deur die navorser ontwerp is om te sien of daar 'n kognitiewe oordrag van die lewensvaardighede was wat in die bewegingsprogram vanaf die bewegingservaring tot daaglikse aktiwiteite gebruik is. Na die vergelyking van die voor- en na-toetsdata van Harter (1985) se "Self-perception Profile for Children" is gevind dat deelname aan die bewegingsprogram 'n algehele positiewe en beduidende effek het op die ses sub-skate van die meisies se selfagting. Die analise van die meisies se terugvoer op die Lewensvaardigheidsvraelys het getoon dat hulle instaat was om al die 21 lewensvaardighede in die verskeie bewegingskomponente te gebruik wat in die program aangebied is en dat kognitiewe oordrag van die vaardighede plaasvind na hul daaglikse omgewing. Wat die bewegingsverdeling betref, het die stellings aangaande die gebruik van die vaardighede hoofsaaklik gehandel oor die swem, gevolg deur dans en laastens selfverdediging. Die lewensvaardighede wat die meeste gebruik is in hul daaglikse omgewing is sterk na vore gebring deur temas soos deursetlingsvermoe, verpligting en akademie.

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007. / This dissertation is an interpretive analysis of the professional experiences of six beginning Home Economics teachers in Malawi. The specific aim of the study was to explore the opportunities, challenges and problems of the teachers in their first year of teaching. The data for the study were developed using a triangulation of five research methods, including a questionnaire, face-to-face interviews, classroom observations, teachers’ reflective diaries and focus group discussions. Grounded theory was used as the methodology and analytical framework of the study. Research in teacher education acknowledges that learning to teach is a complex process (Calderhead & Shorrock, 1997; Flores, 2001; Flores & Day, 2006; Solmon, Worthy & Carter, 1993) and that the first year of teaching has a very important impact on the future careers of beginning teachers (Stokking, Leender, De Jong and Van Tarwijk, 2003; Solmon et al., 1993). The transition from the teacher training institution to the secondary school classroom is characterised by a type of reality shock in which the ideals that were formed during teacher training are replaced by the reality of school life (Lortie, 1975). The results in this study point at the school context as the ‘reality definer’ in the professional experiences of the teachers. The findings also support previous studies of beginning teachers which have emphasised the vulnerability of beginning teachers and show the first year of teaching as a ‘sink or swim experience’. However, the results show a unique relationship between the school context and school expectations. In this dissertation I contend that it is this relationship that was fundamental to the professional experiences of the six beginning Home Economics teachers. In the dissertation I present a three-stage substantive-level theory of the beginning teachers’ experiences and argue for the redefinition of the perception of teacher learning in Malawi: from a definition of pre-service teacher education as teacher learning, to teacher learning as a ‘triadic process’ comprised of teacher education, school induction and continued professional development.

Thesis (PhD (Education )--University of Stellenbosch, 2008. / 352 leaves, preliminary pages xxiii and numbered pages 1-329. Includes bibliography and a list of figures. / ENGLISH ABSTRACT: The South African school system is increasingly producing students who do not make the grade in higher education. Universities are concerned about the quality of the students who register as first-years at higher education institutions. The findings of various studies have clearly shown that more and more students are inadequately prepared and therefore not ready for higher education. In South Africa the problems resulting from the gap between school and university have been exacerbated by the inequalities that exist in the secondary school system, and which are still part of the legacy of apartheid. Within the context of learners’increasing unpreparedness for university studies, their difficult transition from school to university and the concomitant high drop-out figures in higher education, this study investigated the extent to which universities – with Stellenbosch University as a case in point – can contribute towards preparing students for university studies from as early as school level, and thus facilitate their transition from school to university. Taking this research question into account, the researcher investigated the extent to which specific variables played a part both in the pre-university phase and after admission. In addition, the study also focused on the extent to which students’ school background (previously disadvantaged privileged school) influences students’ preparedness, and to what extent academic standards (amongst others final examination results)are related to success in the first year at university. The research design was a case study of black newcomer first-year students who participated in a Stellenbosch University bursary project (the Merit Bursary project) in their Grade 12 year. The data generation consisted of two phases, namely a quantitative approach in the pre-university phase and a qualitative approach, after admission, in the transitional phase. The research findings have revealed that the inequalities in the South African schooling system influence the transition from school to university. The classification of schools (previously disadvantaged or privileged school) plays a crucial role in students’ preparedness and how they handle the transition from school to university. There are various academic, social, emotional, cultural and financial factors that impact on this transition. However, the factors are interdependent – no one factor can be regarded as being more important than another. Universities must adopt a holistic approach to the transition that newcomer students are required to make. It was concluded in the study that universities have a responsibility to ensure that the diminishing pool of potential students in higher education be expanded. Universities should also ontribute towards preparing prospective students more effectively so that the transition process will be less challenging. It is believed that this will also improve the throughput rate. In this regard the study proposes a theoretical framework for a pre university intervention. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skoolstelsel lewer toenemend studente wat nie die mas in hoër onderwys opkom nie en universiteite is bekommerd oor die kwaliteit van die studente wat as eerstejaars aan hoëronderwysinstellings registreer. Uit die bevindinge van verskeie studies het dit geblyk dat studente toenemend nie voldoende voorbereid en gereed is vir hoër onderwys nie. In die Suid-Afrikaanse konteks word die gaping tussen skool en universiteit vergroot deur ongelykhede in die sekondêre skoolstelsel as gevolg van die land se apartheidsgeskiedenis. In die konteks van leerders se toenemende onvoorbereidheid vir universiteitstudie, die moeilike oorgang van skool na universiteit en die gepaardgaande hoe uitvalsyfers in hoër onderwys, het hierdie studie ondersoek ingestel na die mate waarin universiteite - met die Universiteit Stellenbosch as spesifieke geval - reeds op skoolvlak ’n rol kan speel om voornemende studente beter vir universiteitstudie voor te berei en sodoende die oorgang van skool na universiteit te vergemaklik. Met die navorsingsingsvraag in ag genome, het die navorser die mate waarin spesifieke veranderlikes ’n rol speel in die pre-universitêre fase asook die fase na toetrede tot universiteit, ondersoek. In samehang hiermee, het die studie ook gefokus op die invloed van skoolagtergrond (voorheen benadeelde of bevoorregte skole) op die voorbereidheid van studente en die mate waarin akademiese maatstawwe op skool (onder meer eindeksamenresultate) verband hou met sukses in die eerste universiteitsjaar. Die navorsingsontwerp was ’n gevallestudie van swart nuwelingeerstejaarstudente wat in hulle graad 12-jaar aan ’n beursprojek (die Verdienstelikheidsbeursprojek) van die Universiteit Stellenbosch deelgeneem het. Die data-generering het uit twee fases bestaan, naamlik ’n kwantitatiewe benadering in die pre-universitêre fase en ’n kwalitatiewe benadering na toetrede in die oorgangsfase. Die ondersoek het gevind dat die ongelykhede in die Suid-Afrikaanse skoolstelsel die oorgang van skool na universiteit beinvloed. Skoolklassifikasie (voorheen benadeelde of bevoorregte skole) speel ’n bepalende rol in die voorbereidheid van studente en ook in die wyse waarop studente die oorgang hanteer. Daar is ’n verskeidenheid akademiese, sosiale, emosionele, kulturele en finansiële faktore wat ’n rol speel in die oorgang van skool na universiteit. Die faktore is egter interafhanklik van aard – geen een kan uitgesonder word as belangriker as die ander nie. Universiteite moet die oorgang van nuwelingstudente holisties benader. Hierdie ondersoek kom verder tot die slotsom dat dit ook die verantwoordelikheid van universiteite is om te sorg dat die krimpende poel potensiele studente vir hoër onderwys vergroot en beter voorbereide studente toegelaat word om sodoende die oorgangsproses te vergemaklik en deurvloeikoerse te verhoog. In die lig hiervan stel die studie ’n teoretiese raamwerk vir ’n pre-universitêre intervensie voor.

Annexure is transcription of in-depth interviews. / Dissertation (DPhil) -- Stellenbosch University, 2000. / Bibliography / ENGLISH ABSTRACT: In the era of globalisation, demands for increased productivity and multiple skills present challenges to adult educators in their role of facilitating empowerment in individuals. The proposed link between productivity and empowerment has stimulated interest in the concept by management and there has to be accountability to ensure that the needs of individuals and organisations are balanced. The aim of designing a standardised measuring instrument comprised the first phase of this research. The questionnaire was compiled based on the outcomes of empowerment identified in the literature on three levels (Micro-level, Interface level and Macro-level). After exploratory testing, the summated ratings method was applied in order to reduce and standardise the questionnaire. This instrument was tested for validity and the questionnaire of 61 statements was retained for the experiment. The experiment was conducted in the second phase to measure the effects of an intervention on the empowerment of workers. The questionnaire was applied in the Pre-, Post- and Postpost- test design in eight companies in the Western Cape where the life-skills training programme FREE TO GROW was implemented. Qualitative data collected identified the outcomes of empowerment and also validated the measuring instrument. Statistical procedures applied identified the patterns of empowerment in respondents. The respondents in the experiment were mainly females and the mean age was 33.9 years. The majority were Afrikaans and most classified themselves as part of the Coloured ethnic group. The FREE TO GROW training programme succeeded in achieving the objective of empowerment because it was found that there was a statistically significant improvement in the empowerment status of workers both in the short and long term. Most of the total group was empowered on the Interface level prior to the course and on the Micro-level after the course and in the long term. The males were more empowered on the Macro-level before the course, but had increased sustained Interface-level empowerment. The females benefited most on the Micro-level directly after the course and in the long term. Before the course the Coloured group was more empowered on the Micro-level compared to the whites, but they benefited most on the Interface level directly after the course. The Coloured group and females had statistically significant higher scores on the Interface level in the long term. In terms of the patterns of empowerment, it was found that the Micro-level issues were dominant prior to the course with a greater spread of perception of the other aspects of empowerment over time. Before the course, the respondents tended to react to personal and family issues where no action was needed. They were motivated to achieve their goals and had a desire for control over aspects affecting them. Directly after the course they had a more positive view of life, a sense of personal responsibility, and an ability to cope. They were prepared to take the initiative, were more ambitious and felt confident of their abilities in the workplace. In the long term their experience of empowerment was more balanced and they felt good about themselves, were more assertive, able to think critically and more involved in issues external to themselves. The measuring instrument designed in this study measured the outcomes of empowerment on three levels and helped to identify the patterns that emerged over the course of an intervention. A standardised empowerment questionnaire can increase accountability, assist in balancing the needs of individuals and management, and can provide insights to educationalists seeking to empower adults. / AFRIKAANSE OPSOMMING:In die era van globalisering stel die vraag na verhoogde produktiwiteit en veelvuldige vaardighede groot uitdagings aan opvoedkundiges betrokke by volwassene-onderrig in hul rol as fasiliteerders van bemagtiging by individue. Die voorgestelde verb and tussen produktiwiteit en bemagtiging het bestuur se belangstelling in die konsep aangewakker en toerekenbaarheid is noodsaaklik ten einde te verseker dat die behoeftes van individue en organisasies in balans is. Die eerste fase van hierdie navorsing het die ontwerp van 'n gestandaardiseerde meetinstrument ten doel gehad. Die vraelys is saamgestel op grond van die uitkomste van bemagtiging op drie vlakke (Mikrovlak, Interpersoonlike-vlak en Makrovlak) soos in die literatuur geYdentifiseer. Na ondersoekende toetsing is die vraelys verkort en gestandaardiseer. Hierdie instrument is vir geldigheid getoets en die vraelys van 61 stellings is vir die eksperiment behou. In die tweede fase is die eksperiment uitgevoer om die uitwerking van 'n intervensie op die bemagtiging van werkers te meet. Die vraelys is in die voor- en na-toets en mi die na-toets in agt maatskappye in die Wes-Kaap toegepas waar die opleidingsprogram In lewensvaardighede, "FREE TO GROW', geYmplementeer is. Kwalitatiewe data wat ingesamel is het die resultate van bemagtiging geYdentifiseer en ook die geldigheid van die meetinstrument bekragtig. Statistiese prosedures wat toegepas is het die bemagtigingspatrone by respondente geYdentifiseer. Die respondente in die eksperiment was hoofsaaklik vroue en die gemiddelde ouderdom was 33.9 jaar. Die meeste was Afrikaanssprekend en het hulself as lede van die Kleurling etniese groep geklassifiseer. Die "FREE TO GROW' opleidingsprogram het daarin geslaag om die doelwit van bemagtiging te bereik, omdat daar op kort- en lang termyn 'n statisties beduidende verbetering in die bemagtigingstatus van werkers gevind is. Die meeste van die totale groep is voor die kursus op die Interpersoonlike-vlak bemagtig en na die kursus en op die lang termyn op die Mikrovlak. Die mans is voor die kursus meer op die Makrovlak bemagtig, maar het groter volgehoue Interpersoonlike-vlak bemagtiging getoon. Die vroue het onmiddellik na die kursus en op die lang termyn die meeste op die Mikrovlak gebaat. Voor die kursus was die Kleurlinggroep meer op die Mikrovlak bemagtig in vergelyking met die blankes, maar hulle het onmiddellik na die kursus die meeste op die Interpersoonlike-vlak gebaat. Die Kleurlinggroep en die vroue het op lang termyn statisties beduidend hoer tellings op die Interpersoonlike-vlak behaal. Wat bemagtigingpatrone betref, is bevind dat die Mikrovlak-kwessies voor die kursus oorheersend was, met 'n groter verspreiding van persepsie van die ander aspekte van bemagtiging oor tyd. Voor die kursus was die respondente geneig om op persoonlike en gesinsaangeleenthede te reageer wat geen aksies vereis het nie. Hulle was gemotiveer om hul doelwitte te bereik en het beheer verlang oor aspekte wat hulle geraak het. Onmiddellik na die kursus het hulle 'n meer positiewe uitkyk op die lewe en 'n persoonlike verantwoordelikheidsin gehad, en getoon dat hulle probleme kon hanteer. Hulle was bereid om die insiatief te neem, was meer ambisieus en het vertroue gehad in hul vermoens in die werkplek. Op die lang termyn was hul ervaring van bemagtiging meer gebalanseerd en hulle het goed gevoel oor hulself, was meer assertief, in staat tot kritiese denke en meer betrokke by aangeleenthede buite hulself. Die meetinstrument wat in hierdie studie ontwerp is, het die uitkoms van bemagtiging op drie vlakke gemeet en gehelp om die patrone wat oor die verloop van 'n intervensie na yore gekom het, te identifiseer. 'n Gestandaardiseerde bemagtigingsvraelys kan toerekenbaarheid verhoog, help om die behoeftes van individue en bestuur te balanseer, en insig bied aan opvoedkundiges wat poog om volwassenes te bemagtig.

Thesis (MEd)--University of Stellenbosch, 2006. / When CURRICULUM 2005, hereafter C2005 (Department of Education [DoE], 1997b), was implemented in Grade 7 in 2000 none of the in-service teachers were sufficiently trained to teach Life Orientation. Higher Education Institutions had only then started to adapt teacher-training programmes to meet the needs of an outcomesbased curriculum for all aspiring teachers. Some in-service teachers had been trained as subject specialists in some of the focus areas contained within Life Orientation, like Physical Education, Guidance and Religious Education, but no teacher had been trained, pre-service or in-service, to be a specialist in all of the focus areas contained within Life Orientation. The Department of Education prepared teachers for the implementation of C2005 (DoE, 1997b) by means of a weeklong orientation programme. Teachers were orientated to an outcomes-based philosophy and teaching approach, and to specific outcomes and assessment criteria, but no content training was offered. A Life Orientation teacher is expected to have a body of knowledge on a range of subjects or focus areas as prescribed by the specific outcomes (DoE, 1997b). This study is aimed at researching the Life Orientation learning area and investigating the ways and level of preparation teachers had received to equip them to implement Life Orientation in the Senior Phase of the General Education and Training Band. A case study was used as a research design and specific schools in the Education Management and Development Centre Metropole North were selected to participate in the case study. Qualitative and quantitative data were obtained through questionnaires, interviews and observations. A descriptive research strategy was employed to capture, analyse and interpret the data. The research found that there were gaps in the preparation of Life Orientation teachers to implement C2005 (DoE, 1997b). Recommendation are made with regard to training and support programmes to ensure that teachers are adequately empowered to implement Life Orientation in the Revised National Curriculum Statement (DoE, 2002b) in the General Education and Training Band and in the National Curriculum Statement (DoE, 2003b) in the Further Education and Training Band.

ENGLISH ABSTRACT: Assessment, teaching and learning are key elements in lecturers' pursuit of quality in education. In fact, Black and Wiliam (1998) argue that assessment, a vital part of this reciprocal relationship should contribute to classroom learning rather than concentrate on restricted forms of tests that are not always linked to a student's learning experience. It is therefore open to debate whether a handwritten, one-hour examination does indeed stimulate students to learn and develop the knowledge, the understanding, the attitudes and the skills they need to develop. This statement mirrors the hotly debated and contradictory role of the lecturer of simultaneously having to both judge and support students' learning. In addition, widespread social and political turbulence and changes have played a role in the reform of assessment in South Africa during the past 20 years. It seems as if lecturers are caught in the middle of this conflicting role where they are expected to navigate themselves and their students through the uncertainty about how assessment should be organised, while at the same time being accountable to the students, parents, and the institution. Given the above background, the following question arises: "How can assessment enhance learning in one higher education classroom?" In answering this question, a basic interpretative qualitative approach employing focus groups and semi-structured interviews, was used in order to explore - through a variety of lenses - how final-year students in one higher education classroom dealt with assessment issues. This study aimed at using appropriate measures to conduct research to establish a chain of evidence (forward and backward) by implementing Lincoln and Guba's model for trustworthiness (1985). The conceptual framework for this study was mainly drawn from Race.s spreading ripples model of learning. The underlying premise of Race's theory is based on the idea that effective learning demands the dynamic interaction of four elements like the ripples on a pond, namely wanting/ needing, doing, feedback and digesting. The findings of the study suggested that assessment of a Life Skills Module should provide students with a variety of opportunities to demonstrate their learning in order to develop a well-rounded set of abilities when they enter the workplace. This idea signaled the importance of bearing in mind the first and foremost purpose of assessment, namely that assessment should serve student learning. / AFRIKAANSE OPSOMMING: Assessering, onderrig en leer is sleutelelemente in dosente se nastrewing van gehalte in onderwys. Trouens, Black en Wiliam (1998) voer aan dat assessering – 'n noodsaaklike deel van hierdie wederkerige verhouding – tot die klaskamerleer moet bydra eerder as om te konsentreer op beperkte toetsvorme wat nie altyd verband hou met 'n student se leerervaring nie. Dit is dus debatteerbaar of 'n handgeskrewe, eenuureksamen studente werklik stimuleer om te leer en om die vereiste kennis, begrip, houdings en vaardighede te ontwikkel. Hierdie stelling weerspieël die heftig gedebatteerde en teenstrydige rol van die dosent om studente se leer tegelykertyd te beoordeel en te ondersteun. Hierbenewens het wydverspreide sosiale en politieke woelinge en veranderinge gedurende die afgelope 20 jaar 'n rol gespeel in die hervorming van assessering in Suid-Afrika. Dit wil voorkom of dosente vasgevang is midde-in hierdie konflikterende rol waar van hulle verwag word om sowel hulself as hul studente te stuur deur die onsekerheid omtrent die wyse waarop assessering georganiseer behoort te word, onderwyl hulle terselfdertyd verantwoordbaar is aan die student, die ouers en die instelling. Teen hierdie agtergrond onstaan die volgende vraag: “Hoe kan assessering in een hoëronderwysklaskamer deur leer versterk word?” Ten einde hierdie vraag te beantwoord is 'n basiese interpretatiewe kwalitatiewe benadering benut waarin fokusgroepe en semigestruktureerde onderhoude gebruik is om deur 'n verskeidenheid lense ondersoek in te stel na die wyse waarop finalejaarstudente in een hoëronderwysklaskamer die kwessies rondom assessering hanteer het. Die doel van hierdie studie was om die toepaslike stappe te gebruik om die navorsing uit te voer ten einde 'n reeks bewyse te vind – vooruitskouend en retrospektief – deur die implementering van Lincoln en Guba (1985) se geloofwaardigheidsmodel. Die bevindinge van die studie suggureer dat die assessering van 'n Lewensvaardighedemodule aan studente 'n verskeidenheid geleenthede moet bied om hul leer te demonstreer ten einde 'n afgeronde stel vaardighede te ontwikkel vir wanneer hulle die werkplek betree. Die konseptuele raamwerk vir hierdie studie is hoofsaaklik gebaseer op Race se “spreading ripples model of learning”. Die onderliggende beginsel van Race se teorie is gebaseer op die idee dat effektiewe leer die dinamiese interaksie van vier elemente vereis, soos rimpels op 'n poel, naamlik begeerte (behoefte), doen, terugvoer en verwerk. Die bevindinge van die studie suggureer dat die assessering van 'n Lewensvaardighedemodule aan studente 'n verskeidenheid geleenthede moet bied om hul leer te demonstreer ten einde 'n afgeronde stel vaardighede te ontwikkel vir wanneer hulle die werkplek betree. Hierdie idée dien as teken van die belangrikheid om die allereerste doel van assessering, naamlik dat assessering in diens van studenteleer moet staan, voor oë te hou. / Thesis (MEd)--University of Stellenbosch, 2011.

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.

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

Implanté en 1999 dans le quartier Centre-Sud à Montréal, le programme d'intervention psychosociale « Bien dans mes baskets » (BdmB) utilise le basketball comme outil pour entrer en contact avec des jeunes à risque de délinquance. Ce programme se distingue par le fait que ses entraîneurs-travailleurs-sociaux (ETS) interviennent tant dans le développement d'habiletés de vie que d’habiletés sportives. La présente étude vise à comprendre comment les expériences vécues au sein de BdmB ont pu contribuer au développement d’habiletés de vie chez les adolescents qui ont participé au programme lorsqu’ils étaient à l’école secondaire. Une méthodologie rétrospective qualitative a été utilisée pour cette étude. Des entretiens semi-dirigés ont été effectués auprès de 14 anciens athlètes-étudiants (AÉ) masculins qui ont participé à BdmB pendant leurs études secondaires. Le verbatim des entretiens enregistrés a été transcrit afin de procéder à une analyse de contenu par thématique. Les résultats suggèrent que quatre principaux facteurs semblent contribuer au développement d’habiletés de vie chez certains participants : le modelage de l’ETS a permis aux AÉ de reproduire les comportements de leur entraîneur; le développement d’un sentiment d’attachement entre les joueurs a engendré la création d’un nouveau réseau social dans lequel les AÉ ont pu trouver du soutien social; une culture d’équipe influencée par la philosophie de BdmB semble avoir été intériorisée par les joueurs; et BdmB a agi dans certains cas comme facteur de protection contre des influences externes négatives. Les résultats suggèrent que le sport collectif combiné à des interventions psychosociales favoriserait le développement d’habiletés de vie. / The “Bien dans mes baskets” (BdmB) program, implemented in 1999 in a high school of Montreal, uses basketball to reach adolescents at risk of delinquency. The distinctive characteristic of BdmB is that the coaches are also social workers (CSW) who implement strategies to develop life skills among athlete-students (AS) who partake in the basketball extracurricular program. The aim of this study was to examine how the experiences lived through BdmB contributed to the development of life skills in young adults who have participated in the program when they were in high school. We used a retrospective qualitative study design. Semi-structured interviews were conducted with 14 young adults who were involved in the BdmB program during their high school. Interviews were recorded and transcribed verbatim. A thematic content analysis of participants' accounts was performed to identify the specific role of team sport involvement with psychosocial interventions on the alumni players’ life skills development. The results suggest that 4 main factors contributed to life skills development in AS: modeling the CSW who epitomize the BdmB philosophy enables AS to emulate their coach’s behaviors; bonding between AS creates a new social network in which AS can find social support; a BdmB culture is internalized by sharing experiences among the BdmB AS and the CSW; BdmB has a protective effect against negative influences from the high-risk milieu in which AS live. The results suggest that team sports combined with psychosocial interventions has the potential to foster life skills development in youth at risk.