'n Poging om die loopbaan vooruitsigte van leerders by ‘n VOO-Landelike skool te verbeter: ‘n Deelnemende aksienavorsingsbenadering

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dc.contributor.advisorEsau, Omaren_ZA
dc.contributor.authorKlaasen, Danovenen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2022-11-21T19:39:46Z
dc.date.accessioned2023-01-16T12:54:58Z
dc.date.available2022-11-21T19:39:46Z
dc.date.available2023-01-16T12:54:58Z
dc.date.issued2022-12
dc.descriptionThesis (PhD)--Stellenbosch University, 2022.en_ZA
dc.description.abstractENGLISH ABSTRACT: The disposition within which rural schools function and the challenges it poses to rural learners have significant consequences for the prospects of rural learners (Nelson Mandela Foundation, 2005; Jansen, 2011). In this thesis, I share the participatory action research project I undertook at the school where I teach and the community that it serves. This research was an attempt to improve the career prospects of learners at a rural school. The study was a critical inquiry characterized by democratic processes and principles of empowerment and collaboration, embodying the fundamental characteristics of Participatory Action Research (PAR). This was done with the aim of bringing about transformation by exposing the restrictive factors that undermine positive change and thus improving my general practice in Career guidance within the rural school environment. General practice in this context refer to my practice inside and outside the classroom which also includes formal and informal teaching. In an effort to answer the research questions related to the topic of this study, data were collected through interactions with my cooperative research group, focus group discussions, semi-structured interviews, field notes, participant observation, triangulation, and the presentation of lessons. During the recruitment and selection of participants, I used purposeful sampling. When purposeful sampling is combined with Participatory Action Research methods, new opportunities are promoted to engage community members in research on social issues and the use of research findings within community contexts (Palinkas et al., 2015). Data were analysed in an ongoing and iterative process and were informed by theories on which this study was based. The analysis of the study indicates that: - The inherent characteristics of the rural environment leave school, learners, parents and guardians in a disposition, - A strong correlation exists between the socio-economic circumstances of the learner and his/her attitude towards his/her future and academic progress. - The lack of ambition that matriculants demonstrate is fuelled by a lack of positive role models. - Factors such as uninvolved parents, unemployment, low levels of literacy of parents and the community, gang elements, early school leaving, unqualified career guidance teachers and other defective elements of the school and community contribute to a weakened frame of reference, which impacts negatively on the rural learners because the learners operate in an environment of low expectations. The above results seem to contribute to a trajectory of the learner that is consistent with that of the community within which he/she finds himself/herself. This dissertation recommends that there should be closer collaboration between the school and the community. It also suggests that classroom practice becomes more cooperative in nature, so that learners can have greater participation. It also wants to emphasize the sentiment that the rural learner will remain oppressed by the restrictive localized characteristics of the rural environment, if the influences to which the learner is exposed are not managed. Changing the trajectory of the rural learner requires a sustainable intervention that improves the career prospects of the rural learner.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die disposisie waarbinne landelike skole funksioneer en die uitdagings wat dit aan landelike leerders stel het betekenisvolle gevolge vir die vooruitsigte van landelike leerders (Nelson Mandela Foundation, 2005; Jansen, 2011). In hierdie tesis deel ek die deelnemende aksienavorsingsprojek wat ek onderneem het by die skool waar ek onderrig, en die gemeenskap wat dit bedien. Hierdie navorsing was 'n poging om die loopbaan vooruitsigte van leerders by 'n landelike skool te verbeter. Die studie was ‘n kritiese ondersoek gekenmerk deur demokratiese prosesse en beginsels van bemagtiging en samewerking, wat die fundamentele eienskappe van Deelnemende aksienavorsing (DAN) beliggaam. Dit was uitgevoer met die oogmerk om transformasie teweeg te bring deur die stremmende faktore wat positiewe verandering ondermyn bloot te stel en sodoende my algemene praktyk in Beroepsvoorligting, binne die landelike skoolopset, te verbeter. Algemene praktyk verwys in hierdie konteks na my praktyk binne en buite die klaskamer wat ook formele en informele onderwysinvloede insluit. In ‘n poging om die navorsingsvrae verbonde aan die onderwerp van hierdie studie te beantwoord is data versamel deur middel van interaksies met my koOperatiewe ondersoekgroep, fokusgroep besprekings, semi-gestruktureerde onderhoude, veldnotas, deelnemer observasie, triangulasie en die aanbieding van lesse. Tydens die werwing en selektering van deelnemers het ek gebruik gemaak van ‘n doelgerigte steekproefneming. Wanneer doelgerigte steekproefneming saam gevoeg word met Deelnemende aksienavorsingsmetodes word nuwe geleenthede bevorder om gemeenskapslede te betrek by navorsing rakende sosiale kwessies en die gebruik van navorsingsbevindings binne gemeenskapskontekste (Dedding et al., 2021). Data was op ‘n deurlopende en iteratiewe basis geanaliseer en was ondersteun deur teoriee waarop hierdie studie gebaseer was. Die analise van die studie dui daarop dat: - Die inherente eienskappe van die landelike omgewing die skool, leerders, ouers en voogde in ‘n disposisie laat, - ‘n Sterk korrelasie bestaan tussen die sosio-ekonomiese omstandighede van die leerder en sy/haar ingesteldheid teenoor sy/haar toekoms en akademiese vordering. Die gebrek aan ambisie wat matrikulante demonstreer gevoed word deur die gebrekkige voorkoms van positiewe rolmodelle. - Faktore soos onbetrokke ouers, werkloosheid, lae geletterdheidsvlakke van ouers en die gemeenskap, bende elemente, vroee skoolverlating, ongespesialiseerde Beroepsvoorligting opvoeders en ander gebrekkige elemente van die skool en gemeenskap bydra tot ‘n verswakte verwysingsraamwerk, omdat die leerder binne ‘n omgewing van lae verwagtinge opereer. Bogenoemde resultate blyk by te dra tot ‘n trajek van die leerder wat ooreenstemmend is met die van die gemeenskap waarbinne hy/sy hom/haarself bevind. Hierdie verhandeling beveel aan dat daar nouer samewerking tussen die skool en gemeenskap moet wees, en dat klaskamerpraktyk meer kooperatief van aard word, sodat leerders groter deelname kan he. Dit wil ook die sentiment benadruk, naamlik dat die landelike leerder onderdruk sal bly deur die stremmende lokaliserende eienskappe van die landelike omgewing, indien die invloede waaraan die leerder blootgestel word nie gekontroleer word nie. Om die trajek van die landelike leerder te verander benodig ‘n volhoubare intervensie wat die loopbaan vooruitsigte van die landelike leerder verbeter.af_ZA
dc.description.versionDoctoralen_ZA
dc.format.extentxvii, 416 pages : illustrationsen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/126194
dc.language.isoaf_ZAaf_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectEducation -- Aims and objectivesen_ZA
dc.subjectCareer educationen_ZA
dc.subjectCurriculum planningen_ZA
dc.subjectContinuing educationen_ZA
dc.subjectRural schoolsen_ZA
dc.subjectUCTD
dc.title'n Poging om die loopbaan vooruitsigte van leerders by ‘n VOO-Landelike skool te verbeter: ‘n Deelnemende aksienavorsingsbenaderingaf_ZA
dc.typeThesisen_ZA
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