Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This study focuses on the learning practice construction of selective poor learners in their rural workers class context. The construction of learners’ learning practices in their neighbourhood context is a complex process of confluence, and largely depends on their context-specific perceptions and conceptualisation. In the South African educational environment, learners’ academic achievement is generally seen as a barometer of the quality of education in schools. From a sociological perspective, this study focuses on how high-school learners in a working-class neighbourhood construct their learning practice amidst their particular community dynamics. The study uses the analytical lens of space in order to investigate the underlying relationship between youth development and the youths’ construction of their learning practices in their neighbourhood context. It emphasises learners’ life experiences in their residential space (the neighbourhood) in the construction of their learning practices. This is an important focus in order to explore the dynamic relationship between learners’ spatial living dynamics and how they navigate within their neighbourhood in order to construct their learning practices. The study focuses on how the students experience the neighbourhood in relation to their learning practices, and how these aspects manifest in the shaping of their learning practices. Also key to the study is the learners’ socialisation processes with regard to their learning practices. Qualitative research instruments, such as field notes, participatory and non-participatory observations as well as formal and informal interviews, were used to answer the research question and achieve the research objectives of the thesis. The findings are presented in narrative format according to relevant themes, and are also analysed on a narrative basis. The study’s primary point of departure is that there is a unique relationship between these learners’ living contexts and how they construct and position their learning practices within this context. I place this study within the qualitative interpretative paradigm, as I attempt to describe and understand how these learners [un]consciously draw from practices and interactions in their living context to shape their lerning practices. Qualitative research instruments, such as field notes, participatory and non-participatory observations as well as formal and informal interviews, were used to answer the research question and achieve the research objectives of the thesis. The findings are presented in narrative format according to relevant themes, and are also analysed on a narrative basis. The research shows how the students – based on their own resources, networks and interactions as well as their own agency – position themselves in relation to their learning practices in order to construct their learning practices. In this way, the study reveals how the participating learners draw from the practices out of their doxa and habituated dispositions to construct their emergent learning practices in their living spaces (neighbourhood) – in order to give content to their learning practices. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die leerpraktykkonstruering van geselekteerde arm leerders in hulle landelike werkersklaskonteks. Leerders se leerpraktykkonstruering in hul woonbuurtkonteks is ʼn komplekse proses van samevloeiing, en hang grootliks van hul konteks spesifieke opvattings en konseptualisering af. Opvoedkundige navorsing in Suid-Afrika sentreer hoofsaaklik rondom onuitgedaagde pedagogiese benaderings wat werkersklasleerders se leervermoëns as problematies sien. Uit ʼn sosiologiese perspektief konsentreer hierdie studie op hoe hoërskoolleerders in ʼn werkersklaswoonbuurt hul leerpraktyke konstrueer te midde van hul besondere gemeenskapsdinamiek. Die studie gebruik die analitiese lens van ruimte ten einde ondersoek in te stel na die onderliggende verwantskap tussen jeugwording en die jongmense se leerpraktykkonstruering in hul woonbuurtkonteks vas te vang. Die klem val op die leerders se lewenservarings in hul omgewingsruimte (die woonbuurt) ter vorming van hul leerpraktyke. Dit is ʼn belangrike fokuspunt ten einde die dinamiese verwantskap te ondersoek tussen leerders se ruimtelike leefdinamiek en hoe hulle daarin hul weg baan ten einde aan hul leerpraktyke gestalte te gee hoe sodanige konstruksies verstaan moet word. Die studie fokus op hoe die leerders die omgewing ervaar met betrekking tot hul leerpraktyke, en hoe hierdie ervarings geopenbaar word in die vorming van sodanige leerpraktyke. Sleutel tot die studie is die leerders se sosialisering prosesse met betrekking tot hul leerpraktyke. Die studie se primêre uitgangspunt is dat daar ’n unieke verhouding is tussen hierdie leerders se beleefde konteks en hoe hulle hul leerpraktyke bou en posisioneer binne hierdie konteks. Ek plaas die studie binne die kwalitatiewe interpretatiewe paradigma, soos ek probeer om te beskryf en te verstaan hoe hierdie leerders [on]bewustelik en by wyse hul interaksies in hul beleefde kontekste betrokke raak in die vorming van hul leerpraktyke. Kwalitatiewe navorsing instrumente, soos veldnotas, deelnemende en nie-deelnemende waarnemings, sowel as formele en informele onderhoude, word gebruik om die navorsingsvraag te beantwoord ten einde die doelwitte van die studie te bereik. Die bevindinge gaan in verhalende-formaat aangebied word volgens die relevante temas, en word ook op ’n narratiewe wyse ontleed. Die navorsing toon hoe die leerders op grond van hul hulpbronne, netwerke en interaksies sowel as hul eie agentskap – hul leerpraktyke posisionering en bou. Op hierdie manier poog die studie om te toon hoe die deelnemende leerders by wyse van aspekte uit hul woonbuurtpraktyke gestalte te gee aan hul leerpraktyke.

Combined libraries are school facilities that double as public libraries, to allow libraries to reach areas not previously served, in a very cost-effective way. These libraries are most suitable for small disadvantaged communities which cannot afford to provide minimum library services through seperate services. This study is based on the extension of library services in the Umtata district of the former Transkei, where library services are almost non-existent. It sets out to establish the following: (i) the status quo in terms of school library provision and availability, (ii) the extent of, or lack of awareness with regard to the role of the school library in education, (Hi) the existing relations between the school and the community, (iv) the attitude of school principals to the concept of combined libraries. The survey research was employed with person-to-person interview using an interview schedule. Ninety two school principals and two teacher-librarians were interviewed. Descriptive statistics were used to analyze the data obtained. The findings revealed that school library provision in the Umtata district is poor, the few libraries that exist are inadequate in terms of material, staff and accomodation. There is however, a growing realization of the necessity for libraries in educational institutions. There is also a healthy relationship between the school and the community as a result most respondents supported the idea of joint-use. In conclusion, the study is in concurrence with previous studies on combined libraries, that they are suitable for those communities that are unable to provide minimum library services through seperate facilities. The adaptation of combined library services to suit the divergent needs of people with different cultural and social background is recommended. A local-based information system, which takes the form of a community participatory model is recommended. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1997.

The inadequacies of Black education have been approached from various angles including government intervention in the form of legislation, socio-economic measures, and others. People have also discovered this inadequacies and are struggling to resolve them in the form of 'alternative schools' or 'people's education' campaigns. The focus of this thesis is on community participation in the provision of education looking at two case studies in the Durban Functional Region. The theoretical framework for the study was threefold: derived from the development literature incorporating community participation; followed by a review of the literature on space; and a discussion on education - people's education. Data was gathered from intensive interviews, group discussions, newspaper articles, school reports and other documents. This assisted in giving an insight into the particular forms that community participation took in the two case studies. The following processes were identified from the study: processes of conflict and opposition and processes of co-operation in sharing a common task. These were analysed based on parameters such as: goals, concerns, students, community involvement, accountability, finance, sustainability and empowerment. The salient yet powerful features of the study were that of 'space' and 'locality' which presented a powerful force explaining the specificity of the processes in each of the case studies. The case studies succeeded in critically illuminating the precise meaning and evolution of community participation, its theoretical consistency, spatial sensitivity and also assessed its practicality. Furthermore, the study emphasised that local and domestic strategies in the provision of education need to be re-enforced through positive national or state interventions. Finally, as demonstrated in the two case studies, context-specificity should be the guiding principle in any community participation efforts. / Thesis (M.A.)-University of Natal, 1993.

This thesis is a qualitative, historical study of The Good Shepherd School in Huntly Street, Grahamstown, South Africa. It is one of the oldest school buildings in South Africa that remains in use as a school. There are two main threads to understanding The Good Shepherd School in context. The first of these threads, the colonial root of the school, is explained in a discussion of the Grammar School, attached to the Cathedral of St. Michael and St. George, that utilised the Huntly Street facilities from 1851 to 1902. The second thread is the strong tradition of caring for the underprivileged. This is traced through following the development of the educational works of The Community of the Resurrection which involves the discussion of various schools at different locations in Grahamstown. The current school on the Huntly Street premises, The Good Shepherd School, forms, however, the focus of this study, which draws on all the histories of its forerunners and their historical locations. Historical social science methods and procedures were used in the research. This was done through documentary analysis of evidence as well as through semi-structured interviews, creating an interpretative account of how the school has affected people's lives. The conclusion reached is that The Good Shepherd School has contributed greatly to the education of underprivileged people in the Grahamstown area. It appears to be an outstanding example of a school offering a well-rounded, caring education when this was historically denied to many people in South Africa.

M.Ed. / The main aim of the inquiry looked at community education, in this regard being the empowerment of school communities in effective and efficient running of schools for the new education system adopted in South Africa. The introduction of the South African School Act to meet the demands of the country's constitution, necessitates community involvement for shared-decision making, and fully informed participation by all stakeholders in the running of our schools. In empowering school communities, problems experienced by teachers, parents, learners, governing bodies relating to suspensions and expulsions of African learners were addressed, and an insight into stakeholders' roles was explicitly outlined. The contribution therefore, of this study, is the identification of sources of frustrations and troubles experienced in this regard. The findings provide school communities with a clear exposition of the roles and functions of stakeholders. Power implementation, in expulsion specifically, is clearly indicated to be on the Head of Education, which if perceived unfair can be appealed through the Member of the Executive Committee for Education in the Province. No management team, no governing body or a parent has the right to remove a learner from a school through whatever route — mutually agreed upon by other stakeholders — unless confirmation of that removal is from the HoD, but also with a placement of that learner into another school followed by a support structure created for him/her. All stakeholders will be aware of what the right of education refers to after reading through this research as recommendations clarified. Therefore, the field investigation clarified some of the typical problems about suspension and expulsion experienced by the research sample.

M.Ed. (Educational Management) / Please refer to full text to view abstract

This treatise provides an overview of the American style of school public relations and suggests the possibilities for the positive impact such a treatise could have within the South African educational realm. Three models of school PR are proposed in this treatise in view of the fact that there is no one-size-fits-all kind of approach to school public relations. Schools differ in size either physically or financially, and these differences can have an impact on the extent to which public relations would be practised. Thus each model is described according to the practise of a minimum, standard and an advanced school PR plan. These models strive to provide either a starting point for implementing a PR plan; or a checklist for schools who already practise some form of PR. The nature and scope of public relations is explored within three selected South African public schools in Uitenhage to establish the extent to which the Modern Age of School Public Relations has “arrived”. Based on the research findings it can be deduced that most schools practise some form of PR, whether strategically planned or spontaneously, as the need arises. However, although it is apparent that the Modern Age of school public relations is being set in motion, it must be expanded on and progressed to incorporate all the facets of a proactive systematic PR plan. The content of this research paper details a step-by-step approach for South African schools to start a planned public relations programme. Furthermore taking into account current trends it proposes ideas to involve learners, staff and parents in the planning and implementation of strategic public relations in an attempt to achieve the school’s objectives and validate its vision. This treatise aims to provide a foundation for exploring the current practise of public relations within the educational environment and could stimulate further study by investigating and evaluating the PR of all class ranks of South African schools.

M.Ed. / Please refer to full text to view abstract

Thesis (M.Ed.(Educational Psychology))--University of the Witwatersrand, Faculty of Education, 2013.

This research is undertaken in Vhembe region in Limpopo Province. Many researchers, on the subject of ‘parent involvement’, have conducted in-depth research; this means parental involvement is not a new term. According to St John and Griffith (1997:48-52), there are important benefits that teachers, learners and parents derive from parents’ participation in school programmes and activities such as healthy communication, generation of interest and building positive self-esteem and confidence, to mention but a few while their children attending school during pre-primary, primary and secondary level. The purpose of this study was to investigate whether parents in Vhembe District involved themselves in the education of their children. The population of a study included three schools in Vhembe, six parents from each sampled schools, six teachers from sampled schools and each principal from sampled schools. The purposeful sampling technique was used to select the participants. The findings are briefly that: -Few parents indicated their appreciation of parental involvement by suggesting ways in which they could become involved, it was clear that a developmental programme should be introduced to motivate parental involvement; -It also came to the attention of the researcher that most of the parents did not attend school meetings because of lack of proper communication; -Parents were silent about the monitoring and supervision of their children’s work while they are at home, which can result in better academic performance. Parents should have high expectations for their children’s future and academic achievement. -It emerged from the interviews that many factors present barriers to parental involvement; like parents’ limited education, economic status, lack of a school policy, poor communication and teachers’ attitude towards parents. Recommendations -From the conclusions drawn above, it is recommended that parental involvement workshops be organised for school managers, school teachers and parents. -To improve parents’ attendance of school meetings, teachers should provide them with an opportunity to communicate their expectations and concerns. -In relation to parents’ role in their children’s education, parents should be motivated to ensure that their children accomplish their goals. -Parents should be empowered with skills of self-confidence, so that they will realise that their children have potential. -Schools should encourage parents to play an important role as partners in their children’s education. / Educational Management and Leadership / M. Ed. (Educational Management)