The lived experienced of learners recognised for achieving despite difficult circumstances
| dc.contributor.advisor | Swart, Estelle | en_ZA |
| dc.contributor.author | De Mink, Samantha | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. | en_ZA |
| dc.date.accessioned | 2023-03-07T12:45:48Z | |
| dc.date.accessioned | 2023-05-18T07:21:05Z | |
| dc.date.available | 2023-03-07T12:45:48Z | |
| dc.date.available | 2023-05-18T07:21:05Z | |
| dc.date.issued | 2023-03 | |
| dc.description | Thesis (MEdPsych)--Stellenbosch University, 2023. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: The award for achieving despite difficult circumstances is a special award presented to a secondary school learner during a formal academic prize-giving ceremony. Although the citations may differ, the act of recognising learners who have had to overcome great adversity during an academic year is common practice across several schools in South Africa. Research was undertaken to understand the experience of the learners who have been recipients of this special award. This study considers inclusive education as an expression of social justice as it considers how interactions between the learner and a secondary school system influence their sense of belonging, and reviews what is considered acceptable inclusive practice, especially when acknowledging differences. The theoretical and methodological principles of case study and interpretative phenomenology within a qualitative methodology are utilised as a framework to guide this research. Data was gathered through narrative accounts and semi-structured interviews, which were analysed utilising tenets of interpretative phenomenological analysis and thematic analysis; thus, an analytic pluralistic approach was adopted to yield an in-depth and rich understanding of the learners’ experiences. Research findings indicated that for some of the participants, being recognised for achieving despite difficult circumstances held great value, while leaving others with feelings of shame and a sense that they had been highlighted as different from their peers. The findings also offered insight as to how secondary schools potentially alienate learners when there is too much emphasis placed on academic competitiveness, and where not enough opportunity exists for learners to experience recognition outside of formal award ceremonies. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Die toekenning vir "prestasie ten spyte van moeilike omstandighede" is 'n spesiale toekenning wat tydens 'n formele akademiese prysuitdeling aan 'n sekondêre skoolleerder oorhandig word. Alhoewel die aanhalings kan verskil, is die handeling om erkenning te gee aan leerders wat groot teëspoed gedurende 'n akademiese jaar moes oorkom algemene praktyk in 'n aantal skole in Suid-Afrika. Navorsing is onderneem om die ervaring van die leerders wat hierdie spesiale toekenning ontvang het, te verstaan. Hierdie studie beskou inklusiewe onderwys as 'n uitdrukking van sosiale geregtigheid aangesien dit in ag neem hoe interaksies tussen die leerder en 'n sekondêre skoolstelsel hul gevoel van behoort (samehorigheid) beïnvloed, en hersien wat as aanvaarbare inklusiewe praktyk beskou word, veral wanneer verskille erken word. Die teoretiese en metodologiese beginsels van gevallestudie en interpretatiewe fenomenologie binne 'n kwalitatiewe metodologie word as 'n raamwerk gebruik om hierdie navorsing te rig. Data is ingesamel deur narratiewe verhale en semi-gestruktureerde onderhoude, wat ontleed is deur gebruik te maak van beginsels van interpretatiewe fenomenologiese analise en tematiese analise; dus is 'n analitiese, pluralistiese benadering gevolg om 'n in-diepte en ryk begrip van die leerder se ervarings te gee. Navorsingsbevindinge het getoon dat dit vir sommige van die deelnemers groot waarde ingehou het om ten spyte van moeilike omstandighede vir prestasie erken te word, terwyl ander gevoelens van skaamte gehad het en 'n gevoel dat hulle as anders as hul eweknieë uitgelig is. Die bevindinge het ook insig gebied oor hoe sekondêre skole leerders potensieel vervreem wanneer daar te veel klem op akademiese mededingendheid geplaas word, en waar daar nie genoeg geleentheid bestaan vir leerders om erkenning buite formele toekenningseremonies te ervaar nie. | af_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | vi, 180 pages : illustrations | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/127415 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject.lcsh | Inclusive education | en_ZA |
| dc.subject.lcsh | Education, Secondary | en_ZA |
| dc.subject.lcsh | High school students -- South Africa -- Social conditions | en_ZA |
| dc.subject.lcsh | Articulation (Education) | en_ZA |
| dc.subject.lcsh | Academic achievement | en_ZA |
| dc.subject.lcsh | Motivation in education | en_ZA |
| dc.subject.name | UCTD | |
| dc.title | The lived experienced of learners recognised for achieving despite difficult circumstances | en_ZA |
| dc.type | Thesis | en_ZA |
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