Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This research explored the influence of the rural multi-grade context on the nature of the work of the principal of a rural multi-grade school. I specifically looked at the job description of the school principal as set out in the South African Schools Act (84 of 1996) and how the rural multi-grade context affects the nature of the work of four principals in the Western Cape. The relationship between the interpretation of policy and its implementation has always been complex because policies are open to different interpretations by the implementers thereof. This complex relationship can be observed with the implementation of the South African Schools Act of 1996, with specific reference to articles 16(1), 16A(2) and 16(3), in the South African school community. This disjunction between the policy as formulated by policy makers and the implementation thereof by implementers is often traced to the fact that policy makers do not consider the context of the implementers of the policy properly (Bell & Stevenson, 2006:14-15). In my attempt for a better understanding of this disjunction (and the factors that contribute to it), I found the interpretive qualitative investigation the most suited methodology for this study. In this case, I used the case study as a qualitative research method. According to Patton en Cochan (2002:2), qualitative research is characterised by the goals of the research question, which relates to the understanding of certain aspects of social life and methodologies; therefore, words are generated instead of numbers for data analysis. Merriam (1998:21) defines a qualitative case study in terms of the end product as an intensive, holistic description and analysis of a single case, phenomenon or social unit. By defining and conceptualising rural multi-grade schools, I found that these schools are characterised by (a) remote areas with a sparse population and (b) poverty. Joubert (2009:4) defines rural teaching (read rural multi-grade schools) as teaching in remote areas with a sparse population, such as on farms, far from towns and cities, where learners are not exposed to the luxuries of shopping malls or industries. These environments are characterised by inaccessibility, poor or inadequate infrastructure, poverty and a lack of skills, resources, knowledge and community involvement. I conducted interviews with four principals of rural multi-grade schools. Based on results of the research study, I found that the rural multi-grade context indeed has an effect on the nature of the work of the principal. To assist principals of rural multi-grade schools, I recommend that the national education department review the staff establishments of rural multi-grade schools with regard to teachers and non-teaching staff. Furthermore, the provincial department needs to increase the monetary allocation for rural multi-grade schools by the Western Cape Education Department (WCED). In order to address the lack of support to the principals of rural multi-grade schools, specialists on multi-grade teaching should be appointed to support these schools in terms of curriculum delivery and school management. / AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die landelike multigraad-agtergrond op die aard van die werk van die hoof van ’n landelike multigraadskool verken. Ek het spesifiek gekyk na die posbeskrywing van die skoolhoof soos verwoord in die Suid-Afrikaanse Skolewet (84 van 1996) en hoe die landelike multigraad-agtergrond die aard van die werk van vier skoolhoofde in die Wes-Kaap beïnvloed. Die verband tussen interpretasie van beleid en die toepassing daarvan was nog altyd ʼn komplekse verhouding omdat beleid oop is vir uiteenlopende interpretasies deur die toepassers daarvan. Hierdie komplekse verhouding kom aan die lig wanneer daar byvoorbeeld gekyk word na die toepassing van die Suid-Afrikaanse Skolewet van 1996 (met spesifieke verwysing na artikels 16(1), 16A(2) en 16(3)) op die Suid-Afrikaanse skoolgemeenskap. Die disjunksie tussen die beleid soos deur ‘beleidmakers’ geformuleer en die toepassing daarvan deur beleidstoepassers of implementeerders van beleid kan dikwels herlei word tot die feit dat beleidmakers nie die agtergrond van beleidstoepassers of implementeerders van die beleid na behore in ag neem nie (Bell & Stevenson, 2006:14-15). In my poging om dié disjunksie (en die faktore wat daartoe aanleiding gee) beter te verstaan, het ek bevind dat die interpretatiewe kwalitatiewe ondersoek die geskikste metodologie vir hierdie studie sou wees. In hierdie geval het ek gebruik gemaak van die gevallestudie as kwalitatiewe navorsingsmetode. Kwalitatiewe navorsing word gekenmerk deur die doelstellings van die navorsingsvraag, wat verband hou met die begrip van sekere aspekte van die maatskaplike lewe en die metodes, wat woorde in plaas van getalle genereer vir data-analise (Patton & Cochan, 2002:2). Merriam (1998:21) definieer ʼn kwalitatiewe gevallestudie met betrekking tot die eindproduk as ʼn intensiewe, holistiese beskrywing en analise van ʼn enkele geval, fenomeen of maatskaplike eenheid. Met die definiëring en konseptualisering van landelike multigraadskole het ek tot die gevolgtrekking gekom dat hierdie skole gekenmerk word deur twee pertinente kenmerke: (a) dit is afgeleë met ylbevolkte omgewings en (b) armoede. Joubert (2009:4) omskryf landelike onderrig (lees landelike multigraadskole) as onderrig wat meestal in afgeleë en ylbevolkte omgewings soos op plase, gewoonlik ver van hoofroetes, dorpe en stede plaasvind, waar leerders nie aan luukshede soos inkopiesentrums of nywerhede blootgestel word nie. Hierdie omgewings word gekenmerk deur ontoeganklikheid, swak infrastruktuur, armoede en gebrekkige vaardighede, bronne, kennis en gemeenskapsbetrokkenheid. Onderhoude is met hoofde van vier landelike multigraadskole gevoer. Op grond van die navorsingresultate het ek bevind dat die landelike multigraad-agtergrond wel die aard van die skoolhoof se werk beïnvloed. Ek beveel dus onder andere aan dat die provinsiale onderwysdepartement die diensstate van landelike multigraadskole hersien wat betref onderwysers en niedoserende personeel asook dat die monetêre toekenning van landelike multigraadskole deur die Wes-Kaapse Onderwysdepartement (WKOD) verhoog word. Verder bevel ek aan dat bekwame distriksamptenare aangestel word om die skoolhoof van ʼn landelike multigraadskool ten opsigte van die bestuur van die skool en die onderwysers ten opsigte van kurrikulumlewering te ondersteun.

The United States is home to a large percentage of incarcerated individuals, a majority of whom re-offend upon release. Reentry efforts focus on lowering recidivism through policy and programming to help returning citizens successfully reintegrate into society and become productive, law abiding citizens. Although research on reentry has increased, the primary focus has been on urban reentry programming. Thus, the unique challenges that plague rural reentry, such as rural employment, housing, treatment and healthcare, transportation, and cultural qualities have been largely neglected. The current policy analysis used the rational model of policy analysis in which information on existing policy and programming was gathered via an extensive literature and policy review, then thoroughly described; problems within these current practices related to rural reentry were identified; and alternative strategies to amend policy to aid rural reentry were reported or recommended. Per the current analysis, most policies and programs are designed for, and examined in, urban communities. While there were several domains in which existing policy was, in fact, beneficial to rural returning citizens, all domains demonstrated need for improvement. A major limitation for the current analysis was the lack of research in rural communities. Future directions include examining reentry policy through the lens of specific offense-types for rural offenders, studying the effect of privatized prisons on U.S. rural reentry, and exploring reentry efforts in other countries as a model for change in the U.S. correctional system.

<p>In the United States, marine aquaculture is increasingly viewed as way to offset stagnating wild fisheries production, help faltering coastal community economies, and address a growing national seafood trade deficit. The national government has outwardly supported the development of the sector through policies, plans, and other statements. However, many social and environmental questions surround prospective expansion, and actual policy development and implementation has been slow. This dissertation builds on recent work in human geography and policy studies to explore US national marine aquaculture policy processes, conceptualizing policy as a dynamic assemblage of actors, spaces, practices, and relations. It contributes to our understanding of oceans geography and policy processes by addressing three questions: (1) How do actors interact within the assemblage negotiate, construct, and develop national policies? (2) What practices are actors employing to shape aquaculture policymaking, and what views underlie them? (3) What are the practical, and often local, implications of these processes, and how do actors interact with and within policy development (or not)?</p><p>These questions are approached empirically by tracing the US national marine aquaculture policy assemblage across time, space, and scale. The dissertation draws on research conducted within and outside the US government, focusing on the internal practices of the state and the National Oceanic and Atmospheric Administration (NOAA), as well as a case of local and regional policy implementation and development in New England. It also focuses on offshore aquaculture policy, as well as marine aquaculture more generally. The dissertation uses discourse analysis, ethnography, and other approaches to conduct a geographic policy analysis that explores the processes and relationships producing national marine aquaculture policy in the United States.</p><p>Overall, this research shows that broad or monolithic conceptualization of the state, its motivations, its practices, and their implications are oversimplified. The federal government features a diversity of actors, discourses, and ideas about marine aquaculture and its policy development, which manifest in different paths to reform and conflicting efforts within the state itself. Further, national policy processes are not contained within the national government, but are co-produced by mobile and dynamic actors and policies across contexts. Actors deploy particular discourses about marine aquaculture’s risks and opportunities, government agencies and offices claim and reclaim authority over the sector, bureaucrats engage in diverse everyday policy practices and interactions, and policy ideas and policies themselves change as they are translated and deployed in new spaces and by different actors. Together, these processes suggest that rather than expecting a totalizing form of marine aquaculture development in the United State, it is important to consider the ruptures and opportunities within the assemblage that might allow for alternative forms of policy, coordination, and implementation at all scales.</p> / Dissertation

Contemporary federal education policy discourse from A Nation at Risk to the Race to the Top program has promoted and extended neoliberal discourse from the national level to the level of the school and its personnel. This study highlights the persistence of neoliberal discourse within federal education policy and the consequences this persistence holds for critiques of current policies and practices. Analyzing reports published by the United States Department of Education and contemporary United States education policy starting from A Nation at Risk, moving through America 2000, Goals 2000, and No Child Left Behind, and ending with the Race to the Top program, I use rhetorical tropes to provide a method of analysis for education policy. Due to the novelty of this project for the field of education policy studies, I bring in concepts from rhetorical studies and discourse analysis to produce an interdisciplinary approach to policy analysis that fills a particular gap in existing analyses. At present, there exists no framework within the traditional analyses of education policy that offers a theoretical account of how a discourse maintains and propagates itself through policy. This dissertation offers a new method of policy analysis that examines how a discourse stabilizes and perpetuates itself through education policy. Specifically, an analysis of these policies and reports demonstrates how neoliberal discourse uses the tropes of metaphor, where two objects are identified with one another, and synecdoche, where the part is made to represent the whole and vice-versa, to ground and naturalize its growing presence in education policy and practice. Through the tropological analysis of the above cited texts, the co-operation of metaphor and synecdoche, what I term “organic identification,” accounts for the persistence of neoliberal discourse through its identification and integration with federal education policy discourse specifically through the constitution of places, e.g., the nation and the school. The conclusion suggests the critical potential for considering the role of tropes in the discursive constitution of place by mapping the persistence of a discourse and providing a critical distance from which contradictions and alternative trajectories can be forwarded.

The failure of student movements in higher education institutions in South Africa to critically engage the nature and the character of the 'democratic' transition in higher education has led to the questioning of the nature of student activism, activists and the academics of the new order. The substantive nature of our democracy which has no guarantees for transformative higher education system has since led to the adoption of neo-liberal policies that have perpetually excluded a certain sector of South African society. This oppression has been legitimised by failure of student movement and academics to uproot the current regimes of policy making which continue to hold captive the minds of a mass of people in a state of false consciousness. The current circumstances of "corporatised" higher education system makes it necessary now more than ever to begin to examine the issues of relativism as it relates to the questioning of current state of these institutions and student movements. South Africa needs student activist/intellectuals who are willing to participate in the auspices of the institution and the structure, and to transform it. Their task is to operate within time. However, the post 1994 era has left the student movement disgruntled and without direction. Student movements and their academic counter part have since been absorbed by the dominant ideology of the ruling elite. This has made transformation extremely difficult because of the materialism that this brings and a failure to engage the discourses of oppression with the goal of exploiting and deconstructing the dominant ideologies of subjection, betraying the scrutinizing role of a liberating education. This thesis seeks to argue that student movements, academies and academics have been defeated in an area where they should excel in the battle and struggle of ideas, for alternatives in search of a better society. / Thesis (M.A.) - University of KwaZulu-Natal, Durban, 2006.

The purpose of this thesis is finding out whether offering an Online STPS Graduate Program with a tuition fee is feasible or not. Firstly, definition and brief history of distance education is given. Secondly, distance education applications in the world and in Turkey are studied. The main part of the thesis is the cost analysis made about the online delivery of STPS Graduate Program. The cost items of offering an online course are determined and then specific cost values are assigned to these items. By determining the cost items and related cost values, course development cost is calculated. In the course development cost calculation, fixed and variable costs are seperated. Fixed cost are the set-up costs that do not depend on any variable. Variable costs on the other hand are the costs that change with the number of students attending to the online course. A specific price value ( 100$ ) is assigned as the tuition fee for one credit hour of an online course. At the end of the cost analysis, the number of students required to meet the total cost of an online course is calculated. In addition, a questionnaire made on STPS students by STPS department is used in the thesis. The results of the questionnaire and the cost analysis are combined in order to analyze the feasibility of offering an online STPS Graduate Program.

Recent scholarship on the impact of neoliberalism in education centers on the creation of policies, curricula, and programming, positioning education as a system that produces marketable, entrepreneurially-minded, global workers (DeLissovoy, 2015; Peters, 2017). What is less known are the ways in which economic principles and mechanisms work in school systems, and how these changes affect teachers and social studies disciplines. Through a critical discourse analysis of policy and other official education documents, interviews, and focus groups with experienced administrators and social studies teachers in the province of Nova Scotia, Canada, I argue that changes in education policy between 1994-2016 have altered the purpose of public education, entangling schooling with economic and accountability goals of the province. The purpose of this qualitative study is threefold: first, using Foucault’s (2008), and later Stephen Ball’s (2013a) theorization, I investigate the extent to which neoliberal governmentality shaped education policy changes in Nova Scotia between 1994-2016. Second, I examine how these changes implicate educators in practice, including the ways teachers perceive changes to their jobs over the last decade. Lastly, I explore the state of high school social studies in Nova Scotia as a site to test the micro-effects of neoliberalism and governmentality in changing policies and practices in education. I conclude that neoliberal governmentality has emerged in distinct patterns in Nova Scotia, which articulate with specific policy technologies and practices in education. Such patterns include the strategic use of economic and educational crises to forward neoliberal policy reform, the expansion of governmental mechanisms to track student and teacher performance, and the dis-articulation of social studies disciplines from the education system.

Title: “Where the Feral Things Are: An analysis of how the USDA and Department of the Interior’s Agencies Manage Feral Hogs, Horses and Burros” Author: Elizabeth Poczobut, MPA Candidate, Department of Political Science, Public Policy and International Affairs, College of Arts and Sciences, ETSU. Abstract: Many Americans cannot picture the “Wild West” without also picturing the majesty, liberty and mystique of wild horses roaming the plains. This deeply held cultural view of wild horses lead to the 1971 passage of the Wild, Free-Roaming Horses and Burros Act. This act tasked the Department of the Interior, and subsequently the Bureau of Land Management, with protecting wild horses and burros from “capture, branding, harassment, or death…as an integral part of the natural system of the public lands.” In 1971, there were approximately 25,000 free-roaming horses and burros on public land in the western United States. That number has grown to over 70,000 animals today, and the Bureau of Land Management alone spends approximately $81 million in taxpayer money every year to continue carrying out the management objectives set in 1971. Wild horses and burros are a uniquely protected and managed non-native species in the United States due to a variety of administrative, cultural and legal management constraints. They are protected from many forms of eradication and have virtually no natural predators. When feral horses are compared with other non-native species like wild hogs, the management inequalities are obvious. The United States Department of Agriculture estimates that there are 5 million feral hogs roaming the United States, and that they are responsible for about $1.5 million in damages to natural resources. Unlike feral horses, feral hogs are managed by a variety of means up to and including unrestricted eradication. This paper will analyze the non-native, mammal management practices of five major United States agencies and compare legislation, cultural expectations and administrative regulations of these two major feral species. The attempted resolutions and new management proposals are also discussed, and the potential implications of these are taken into consideration.

Thesis (PhD (Education)--University of Stellenbosch, 2005. / 334 leaves single sided printed, preliminary pages i-xiv and numbered pages 1-322. Includes bibliography, abbreviations and list of figures. / Scanned using a Hp Scanjet 8250 Scanner to pdf format (OCR). / ENGLISH ABSTRACT:The world is at a rapid pace being confronted with the need to shift national education policies that reflect basic human rights, with equity and fairness to the forefront. Along side of this herald are demonstrations of active mobilizations on the part of institutions of higher learning to "internationalize" their policies and programs to help to produce global citizens that effectively interact in international settings. As South Africa experiences changing scenes in educational reform government officials, practitioners, and educators face a number of challenges. Particularly, those related to cultural interactions when engaging in activities across the diaspora of school environments. Often these challenges serve as impediments to open communication, understanding and sensitivity amongst diverse cultural groups. As these impediments are faced in classrooms teachers increasingly find themselves at a deficit to adequately host learning environments conducive to its participants. Institutions of higher learning have a responsibility to provide the kind of intercultural dialog that entrenches policies and program curricula that speak to the needs of diverse communities, in particular those preparing future teachers. The research introduces the concept of global education communities to contribute towards shaping the kind of institutions that provide opportunities for students to practice, and become skilled in intercultural understanding. The research also raises serious discussion through the proposal of the elements of intercultural education towards contributive measures to address intercultural education, communication, and training. A case study of a four year pre-service general education training program (BEd GET) at the University Stellenbosch was conducted to trace and examine the presence of intercultural education. Data was collected by means of triangulated document analysis, interviews, and questionnaires. The research looked to a metaphoric analogy using Appreciative Inquiry, power with, and elements of intercultural education. The data was analyzed using qualitative strategies including classification and category construction, with imaginative variation and heuristic inquiry. The findings revealed that themes from intercultural education found expression or appearance in some aspects of the program outcomes, various module offerings, and teacher practice and approaches of the BEd GET curriculum. While the research also revealed that intercultural education does not appear to be a wholly attended pedagogy and practice in the GET program, the findings and interpretations revealed that intercultural education has numerous opportunities for expression and appearance to lay foundations for intercultural practice in theory. Another dimension of the research also revealed that students and lecturers collectively were not familiar with the concept of intercultural education, nor could a distinction between multicultural, and intercultural education be made. Furthermore, students' understandings and feelings reveal some resistance to themes in cultural diversity. The findings seem to reveal a need to incorporate strategies that raise intercultural consciousness. In view of the University of Stellenbosch's plan to internationalize, the findings present critical implications and recommendations toward incorporating intercultural pedagogy and practice into the methodological framework of the BEd General Education program. It finally poses future program and module development with respects to intercultural education and practice through the suggested use of the Hammer and Bennett's (1998, 2002) Intercultural Development Inventory (IDI). / AFRIKAANSE OPSOMMING: Die wereld word teen 'n versnelde tempo gekonfronteer met die noodsaaklikheid om nasionale onderwysbeleid wat menseregte, veral billikheid en regverdigheid, op die voorgrond stel. Saam met hierdie oproep is daar aanduidings van die mobilisering van institusies van hoer opvoeding om hu1le beleid en programme te "internasionaliseer" om burgers te vorm wat effektief met 'n globale wereld kan omgaan. Soos wat Suid-Afiika veranderende situasies ervaar in onderwyshervorming, word amptenare, praktisyns, opvoeders en ander betrokke in onderwysgemeenskappe gekonfronteer met 'n verskeidenheid uitdagings. Veral die verbonde aan kulturele interaksies betrokke by 'n diaspora van skoolomgewings. Die uitdagings dien dikwels as hindernisse vir oop kommunikasie, begrip en sensitiwiteit tussen verskillende kulturele groepe. In besonder wanneer hierdie hindernisse in klaskamers aangedurf word deur onderwysers wat meesal self 'n tekort aan voldoende leerervaring het om leeromgewings in belang van die deelnemers te fasiliteer. Hoeronderwys institusies het 'n verantwoordelikheid om beleid en programkurrikula te voorsien wat interkulturele dialoog verskans wat spreek tot die behoeftes van diverse gemeenskappe, veral die wat voornemende onderwysers voorberei. Die navorsing stel die konsep globale onderwysgemeenskappe voor om by te dra tot die vorming van institusies wat geleenthede skep vir studente om interkulturele begrip te oefen en vaardig daarin te word. Die navorsing stel elemente van interkulturele onderwys voor wat kan dien tot die bevordering van dialogiese betrokkenheid in interkulturele onderwys, kommunikasie en opleiding. 'n Gevallestudie van 'n vierjaar voordiens algemene onderwysprogram (BEd Algemeen) by die Universiteit van Stellenbosch was ondemeem vir spore van en om die voorkoms van interkulturele onderwys in oenskou te neem. Data is versamel deur middel van 'n getrianguleerde dokument analise, onderhoude en vraelyste. Die navorsing kyk na 'n metaforiese analogie waarin waarderende ondersoek, mag-met, en elemente van interkulturele onderwys gebruik is. Vir die analise van die data is kwalitatiewe strategiee gebruik, wat klassifikasie en kategorie konstruksie in kombinasie met verbeeldingsryke variasie en heuristiese ondersoek insluit. Die bevindings toon dat temas van interkulturele onderwys uitdrukking vind of verskyn in aspekte van die programuitkomste, verskillende module aanbiedings, en onderwys praktyke en benaderings van die BEd Algemeen kurrikulum. Terwyl ook bevind is dat interkulturele onderwys nie werklik in die pedagogie en praktyk van die program figureer nie, toon die interpretasie talle geleenthede om interkulturele praktyk te vestig en tot uitdrukking te bring. 'n Ander faset van die navorsing het getoon dat studente en lektore kollektief nie bekend is met die konsep van interkulturele onderwys nie, en dat dit nie onderskei kon word van multikulturele nie. Boonop, het studente se begrip en gevoelens 'n neiging tot verset teenoor temas van kulturele diversiteit getoon. Die bevindinge suggereer 'n behoefte aan die insluiting van strategiee om interkulturele bewussyn te verhoog. In die lig van die Universiteit van Stellenbosch se planne om te internasionaliseer, hou die bevindinge kritiese implikasies en aanbevelings in vir die inkorporasie van interkulturele pedagogie en praktyk in die metodologiese raamwerk van die BEd Algemeen-program. Dit stel die ontwikkeling van modules in interkulturele onderwys en praktyk voor deur die gebruik van Hammer en Bennett se (1998,2002) Intercultural Development Inventory (IDI).

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: In a post apartheid South African educational environment, learners’ academic achievement is generally seen as a barometer of the quality of education in schools. The low academic performance of black learners has contributed to an overall, but narrow and decontextualised view, that these learners generally produce poor results because of something inherently wrong with their abilities to learn. Educational research has hitherto focused on unproblematized pedagogical approaches that result in narrow and decontextualized, functionalist views that working class learners’ learning is problematic. What is less known are the challenges that working class learners have to face on a daily basis as they try to navigate deeply constraint lived spaces of their homes, communities and schools in their quest to realise their educational goals. The study explores selected working class high school learners’ navigation and mediation practices as they engage with their schooling over different spaces of their rural town. I assert that these learners have the ability to shift their habitus just enough to enable them to stay on course in their quest for educational achievement and a better future. I argue that, through the optimal utilisation of available resources in their lived spaces and the strategic deployment of embodied adaptive practices, these youth develop a ‘self-schooled’ habitus that enable them to re-imagine their daily realities and aspire to better futures despite their adverse living conditions. In order to study these learners’ habitus adaptations, I utilise Bourdieu’s theoretical lenses of field, capital and habitus to argue that the youth in this study are not mere passive recipients of global influences and changing environments, but active agents in the shaping of their local realities. Through ethnographic study I explore the self- schooled navigation practices that these youth employ to help them mediate between the structural reproductive influences of their educational environments and their educational aspirations. The thesis is motivated by the position that qualitative research can offer a view of the intersections of fast changing macro-community processes and young people’s micro-lived educational dimensionalities. / AFRIKAANSE OPSOMMING: In ´n post-apartheid Suid-Afrikaanse onderwysopset word leerders se akademiese prestasies oor die algemeen beskou as die maatstaaf van kwaliteit in skole. Die lae akademiese prestasie van veral werkersklas- leerders in die land dra by tot ´n hegemoniese, maar nou en gedekontektualiseerde siening dat werkersklas-leerders oor die algemeen swak uitslae oplewer omdat daar iets inherent verkeerd is met hul leervermoeëns. Opvoedkundige navorsing in Suid-Afrika sentreer hoofsaaklik rondom onuitgedaagde pedagogiese benaderings wat werkersklas-leerders se leervermoëns as problematies sien. Wat minder bekend is, is die uitdagings wat werkersklas-leerders op ´n daaglikse basis moet trotseer soos hulle probeer om deur die verskillende leefruimtes van hul ouerhuise, gemeenskappe en skole te navigeer in die nastrewing van hul opvoedkundige aspirasies. Hierdie studie eksploreer geselekteerde werkersklas-hoërskoolleerders se navigering en mediëringspraktyke soos hulle omgaan met hul skoling oor die verskillende ruimtes van hul landelike dorp. Ek asserteer dat hierdie leerders hul aspirasies lewend hou deur hul habitus sodanig te verskuif dat dit hulle aan koers hou deur die skool. Ek argumenteer dat hierdie jeugdiges, deur die maksimalisering van hul leefruimtes en die strategiese ontplooiing van beliggaamde aanpassingspraktyke, ´n selfgeskoolde habitus ontwikkel wat hulle in staat stel om ´n beter toekoms te ‘sien’ en struktureel-reproduktiewe ruimtes te transendeer. Om hierdie studente se habitusaanpassing te verken, maak ek in hierdie studie gebruik van Bourdieu se teoretiese lense van veld, kapitaal en habitus om te argumenteer dat die jeugdiges in hierdie studie nie net passiewe ontvangers is van globale invloede en snel-veranderende omgewings nie, maar aktiewe meemakers in die vorming van hul plaaslike realiteite. Gebaseer op ´n etnografiese studie, eksploreer ek die selfgeskoolde navigeringspraktyke wat hierdie jeugdiges ontplooi om hulle te help om tussen die strukturele reproduktiewe invloede van hul opvoedingsomgewings en hul eie opvoedkundige aspirasies te medieer. Hierdie tesis is gemotiveer deur die posisie dat kwalitatiewe navorsing ´n siening kan bied van die interseksies van snel-veranderende makro-prosesse en jongmense se mikro-beleefde opvoedkundige dimensionaliteite.