The SenseCam as a research tool for exploring learner experiences in an urban classroom space

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dc.contributor.authorChetty, Carmel
dc.date.accessioned2016-07-22T08:26:37Z
dc.date.available2016-07-22T08:26:37Z
dc.date.issued2015
dc.description.abstractIn this article I describe an ethnographic exploration into the daily school life of Grade 6 learners at an urban school that serves impoverished areas in Durban. The school is representative of the racial demographics of the country. The study explores how Grade 6 learners experience education, and probes how human experiences are mediated through everyday classroom practices and interaction, taking into account the complex influences from the community in the life of the school and, in particular, the lives of the learners. Photographic evidence obtained through the use of a discreet SenseCam, worn by the class teachers and by me, the researcher, in turn, is an essential part of the large data collection that also includes observation notes, interviews, and historical records. I explain the use and value of the SenseCam as a research tool. I demonstrate that learners undermined their own learning and that a multiplicity of factors had an impact on learning and the way the learners experienced school life. Complex social relationships extended beyond the confines of the school.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationChetty, C. (2015). The SenseCam as a research tool for exploring learner experiences in an urban classroom space. Perspectives in Education, 33(4).en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3821
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectEthnographyen_ZA
dc.subjectEverydayen_ZA
dc.subjectLearner positioningen_ZA
dc.subjectPhotographsen_ZA
dc.subjectPovertyen_ZA
dc.subjectSpace and timeen_ZA
dc.titleThe SenseCam as a research tool for exploring learner experiences in an urban classroom spaceen_ZA
dc.typeArticleen_ZA
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PiE 2015 Volume 33 Issue 4