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dc.contributor.advisorLe Roux, Adre
dc.contributor.advisorJacobs, Lynette
dc.contributor.authorLarey, Desiree Pearl
dc.date.accessioned2019-07-31T08:41:41Z
dc.date.available2019-07-31T08:41:41Z
dc.date.issued2018-01
dc.identifier.urihttp://hdl.handle.net/11660/10232
dc.description.abstractEnglish: The aim of this study was to consider how school practices can mediate and integrate the life world knowledge of learners with the existing cultural capital of schools in historically disadvantaged rural Coloured communities towards learner achievement. The study was informed by Pierre Bourdieu’s social theory, Critical Race Theory and Latina/Latino Critical Race Theory (CRT and LatCrit), and the Generative Theory of Rurality. Bourdieu’s insight was used to offer an account of why the culture of the working class is, in effect, out of alignment with the middle-class cultural or knowledge capital that guarantees school success. Additionally, CRT and LatCrit theory was not only used to obtain an understanding of the educational subjectivity of learners in historically disadvantaged communities in the South African context, but also to provide insight into their everyday life struggles in relation to their educational endeavours. Lastly, the thesis draws on the Generative Theory of Rurality, which is based on concepts such as forces, agencies and resources, and how people in historically disadvantaged rural environments could make use of resources available to them. It is understood that the relational nature of these concepts has a determining effect on rural people, including the subjectivities of learners attending semi-urban schools far from their home environments. Framed within the South African context, I explored the school knowledge codes embedded in the theoretical underpinnings of recent and current South African school curriculum statements. A literature review was conducted in order to offer the theoretical underpinnings of Outcomes Based Education (1998) and the National Curriculum Statement: Curriculum and Assessment Policy Statements (2011). To further the democratic debate in curriculum development, options for alternative curriculum mandates for the current curriculum statements were also foregrounded as a key focus in the pursuit of social justice for marginalised learners. Following a critical qualitative methodology driven by the apparatus of bricolage, data was generated through semi-structured interviews to advance a critical and interpretive understanding of the perspectives of various role players regarding schooling in historically disadvantaged rural Coloured communities. The data revealed that various existing school practices in historically disadvantaged environments incorporate the life world knowledge of these learners, in other words these learners’ particular ways of being. It was through the lens of understanding those factors which reinforce the reproduction of inequalities that the findings of this study opened up new possibilities for school practices that could bring about a more just environment for improved learner achievement by marginalised children. This study concludes by advocating for the strengthening and extending of community initiatives at the school, establishing renewed relations between the child, parents and the school, and embracing transformational role models and mentors in schools and the community as examples of school practices for the integration of the life world knowledges of marginalised learners along with scientific forms of knowledges. Such an integration should serve as part of an attempt to universalise different types of knowledge. Although suggestions with regards to particular practices have the potential to improve learner achievement, it remains important that curriculum debates should consider a different kind of curriculum that acknowledges and incorporates the assets of rural areas and communities, and the life experiences of historically disadvantaged and marginalised people. The contention is that when diverse knowledge in historically disadvantaged rural Coloured communities is linked to scientifically powerful knowledge, a focus on ethics could bring about social justice in society.en_ZA
dc.description.abstractAfrikaans: Die doel van hierdie studie was om ondersoek in te stel na die maniere waarop skoolpraktyke die leefwêreldkennis van leerders kan fasiliteer en integreer met die bestaande kulturele kapitaal van skole, spesiefiek binne voorheen benadeelde landelike bruin gemeenskappe. Die studie word ondersteun deur Pierre Bourdieu se sosiale teorie, “Critical Race Theory” en “Latina/Latino Critical Race Theory” (“CRT” en “LatCrit”), en die “Generative Theory of Rurality”. Bourdieu se idees verduidelik waarom die werkersklaskultuur buite die kulturele kapitaal van die middelklaskultuur val, en hoe dit daartoe bydra dat werkersklasleerders akademies minder suksesvol op skool is. “CRT” en “LatCrit” is gebruik om ‘n begrip te vorm van die opvoedkundige subjektiwiteit van leerders in vooorheen benadeelde gemeenskappe binne die Suid-Afrikaanse konteks, en ook om dieper insigte te verskaf rakende hierdie leerders se daaglikse stryd romdom hulle skoolopvoeding. Laastens benut die tesis die “Generative Theory of Rurality”, wat steun op konsepte soos magte, keuses / opsies en hulpbronne, en hoe mense in voorheen benadeelde landelike gebiede die hulpbronne tot hulle beskikking kan aanwend. Dit is duidelik dat die verbandelike aard van hierdie konsepte ‘n bepalende invloed het op landelike gemeenskappe, en ook op die subjektiewe idees van leerders wat semi-landelike skole, ver van hulle ouerhuise, bywoon. Die studie het verder die kenniskodes van skole, soos geïntegreer in die teoretiese onderbou van vorige en huidige skoolkurrikula in die Suid-Afrikaanse omgewing, ondersoek. ‘n Literatuurstudie is onderneem om die teoretiese onderbou van Uitkomsgebaseerde Leer (1998) en die Nasionale Kurrikulumverklaring: Kurrikulum- en Assesseringsbeleidsverklaring (“CAPS” 2011) aan te bied. In ‘n poging om verdere demokratiese debatvoering oor kurrikulumontwikkeling te stimuleer, is opsies vir alternatiewe kurrikulummandate ook ondersoek as ‘n sleutelpunt in die soeke na sosiale geregtigheid vir gemarginaliseerde leerders. Vanuit ‘n kwalitatiewe raamwerk en deur ‘n sintese van hierdie teoriëe is data met behulp van semi-gestruktureerde onderhoude ingesamel om ‘n kritiese en interpretatiewe begrip vanuit die perspektief van verskeie rolspelers aangaande skoolonderrig in voorheen benadeelde landelike bruin gemeenskappe te vorm. Uit die data is dit duidelik dat verskeie bestaande skoolgebruike in voorheen benadeelde omgewings die leefwêreldkennis, met ander woorde die spesifieke lewenswyses, van hierdie leerders inkorporeer. Deur die lens van begrip vir die kwessies wat die voortsetting van ongelykhede versterk, bied die bevindinge van hierdie studie nuwe moontlikhede vir skoolpraktyke wat ‘n meer regverdige omgewing vir verbeterde akademiese prestasie deur gemarginaliseerde leerders kan bied. Hierdie studie sluit af met ‘n oproep om die uitbreiding en versterking van gemeenskapsinisiatiewe by skole, die totstandkoming van hernude verhoudings tussen die kind, ouers en die skool, en die omarming van transformerende rolmodelle en mentors by skole en in die gemeenskap. Hulle kan dien as voorbeelde van die suksesvolle integrasie van die leefwêreldkennis van gemarginaliseerde leerders met wetenskaplike vorme van kennis. Hierdie integrasie kan ‘n rol speel as deel van ‘n poging tot die universalisering van alle tipes kennis. Alhoewel aanbevelings rakende spesifieke praktyke die potensiaal het om leerderprestasie te verbeter, bly dit steeds belangrik dat debatvoering rondom ‘n ander tipe kurrikulum voortgaan, een wat die bates van die landerlike lewenservaring van voorheen benadeelde en gemarginaliseerde mense sal erken en inkorporeer. Die aanname is dat wanneer diverse modaliteite van kennis in voorheen benadeelde landelike bruin gemeenskappe geskakel word met wetenskaplike kennis, hierdie, tesame met ‘n fokus op etiek, kan bydra tot sosiale geregtigheid.en_ZA
dc.description.sponsorshipNational Research Foundation (NRF)en_ZA
dc.description.sponsorshipUniversity of the Free State (UFS)en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectThesis (Ph.D. (School of Education Studies))--University of the Free State, 2018en_ZA
dc.subjectCritical Race Theory and Latina/Latino Critical Race Theoryen_ZA
dc.subjectCultural capitalen_ZA
dc.subjectCurriculum Assessment Policy Statementsen_ZA
dc.subjectGenerative Theory of Pluralityen_ZA
dc.subjectHistorically disadvantaged Coloured rural communitiesen_ZA
dc.subjectLife world knowledgeen_ZA
dc.subjectPierre Bourdieu's social theoryen_ZA
dc.subjectSchool practicesen_ZA
dc.titleCultural capital of learners in disadvantaged communities: towards improved learner achievementen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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