Educators’ experiences of learner involvement in transforming traditional school policies and practices at a former model c school
| dc.contributor.advisor | Damons, Lynne | en_ZA |
| dc.contributor.author | Williams, Dayne | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Educational Psychology. | en_ZA |
| dc.date.accessioned | 2020-08-22T11:41:16Z | |
| dc.date.accessioned | 2021-01-31T19:35:02Z | |
| dc.date.available | 2020-08-22T11:41:16Z | |
| dc.date.available | 2021-01-31T19:35:02Z | |
| dc.date.issued | 2020-12 | |
| dc.description | Thesis (MEdPsych)--Stellenbosch University, 2020. | en_ZA |
| dc.description.abstract | ENGLISH SUMMARY : Transformation is a word that has a significant and varied sense of meaning throughout South Africa. However, at its core, transformation is about movement and change. This desire for change leaves no area of civil society untouched, as illustrated by the power of the student voice in matters of social justice. From lecture halls at tertiary institutions to the classrooms at secondary schools in our country, change and movement seemingly are an inevitable and necessary part of development in our country. This study aimed to explore the attempts of one school to bring about transformation through collaboration between learners and educators. This aim was achieved by giving a voice to the educators who had been employed and active in the events leading to significant learner-led policy changes during the 2016 academic year. Based on a review of the literature and approached from a social constructivist framework, this study was used to explore the findings gathered during individual interviews and a focus group discussion. Data were then transcribed and analysed to identify five prominent themes, namely the perceptions of transformation in former Model C schools, the inclusion of civic educational elements, positioning student voices, educators’ experiences of the student voice, and acknowledging educators’ voices. The research findings suggest that the provision of student voice opportunities in schools provides the means to negotiate issues of transformation better. In addition, these opportunities serve to develop adolescent identity while educating learners to become functional members of a democratic society. Consequently, the potential for power imbalances between learners and educators because of growing entitlement may exist. However, the data linking these imbalances with perceived growing learner entitlement were inconclusive. Finally, the findings suggest that a sufficient level of management is required when allocating responsibilities such as the management of SVOs to educators, as failure to do so can lead to overburdened teachers and consequential adverse effects on teaching and learning. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : Transformasie is ‘n woord wat ‘n belangrike en uiteenlopende sin vir betekenis regdeur Suid-Afrika het. In die kern daarvan gaan transformasie egter oor beweging en verandering. Hierdie begeerte vir verandering laat geen terrein van die burgerlike samelewing onaangeraak nie, soos geïllustreer deur die mag van studente se stem in aangeleenthede van sosiale geregtigheid. Van lesingsale by tersiêre instellings tot klaskamers by sekondêre skole in ons land is verandering en beweging oënskynlik ‘n onafwendbare en nodige deel van ontwikkeling in ons land. Hierdie studie het beoog om pogings van een skool om transformasie deur samewerking tussen leerders en opvoeders te bewerkstellig, te ondersoek. Hierdie doel is bereik deur ‘n stem te gee aan die opvoeders wat aangestel en aktief was in die gebeure wat gedurende die 2016 akademiese jaar deur leerders gelei is en tot belangrike beleidsveranderinge gelei het. Gebaseer op ‘n oorsig van die literatuur en benader vanuit ‘n sosiaal-konstruktivistiese raamwerk, is hierdie studie gebruik om die bevindings wat gedurende individuele onderhoude en ‘n fokusgroepbespreking versamel is, te ondersoek. Data is eers getranskribeer en ontleed om vyf prominente temas te identifiseer, naamlik die persepsies van transformasie in voormalige Model C-skole, die insluiting van burgerlike opvoedingselemente, posisionering van stemme van studente, opvoeders se ervarings van die studente-stem, en die erkenning van opvoeders se stemme. Die navorsingsbevindings suggereer dat die voorsiening van geleenthede vir die stem van studente in skole die wyse daarstel om aangeleenthede van transformasie beter te onderhandel. Boonop dien hierdie geleenthede om die identiteit van adolessente te ontwikkel terwyl leerders opgevoed word om funksionele lede van ‘n demokratiese gemeenskap te word. Gevolglik mag die potensiaal vir magsewewig tussen leerders en opvoeders as gevolg van groeiende aanspraak bestaan. Gegewens wat hierdie wanbalanse met waargenome groeiende aanspraak van leerders verbind, was egter nie afdoende nie. Laastens suggereer die bevindings dat ‘n voldoende vlak van bestuur benodig word wanneer verantwoordelikhede soos die bestuur van VSR’s aan opvoeders toegeken word, omdat versuim om dit te doen tot oorlaaide onderwysers en gevolglike ongunstige effekte op onderrig en leer kan lei. | af_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | 157 pages ; illustrations, includes annexures | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/109093 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Educational change -- Citizen participation -- South Africa Model C schools (South Africa) | en_ZA |
| dc.subject | Education -- Government policy -- South Africa -- Learner participation | en_ZA |
| dc.subject | Teachers -- Attitudes -- South Africa | en_ZA |
| dc.subject | Transformation | en_ZA |
| dc.subject | Model C schools (South Africa) | en_ZA |
| dc.subject | UCTD | |
| dc.title | Educators’ experiences of learner involvement in transforming traditional school policies and practices at a former model c school | en_ZA |
| dc.type | Thesis | en_ZA |