Making the most of online or hybrid teaching platforms is essential to making sure that, in the Fourth Industrial Revolution (4IR), higher education settings in developing universities and places are not left behind. While a number of the technological platforms adopted during the Covid-19 lockdown have the potential to reach more kids, they have also overloaded educators and pupils. Therefore, it seems ironic that the same technology that makes it possible for higher education to offer online courses also frequently impedes student progress and places restrictions on the pedagogy of teachers. Regardless of format, the teaching and learning encounter should not come at the expense of caring for the actual student in the ever-changing hybrid teaching model that most tertiary institutions have since adopted. Therefore, the interest of this article is on how ‘care pedagogies’ might improve online teaching and learning at developing universities. In this sense, the role of university teachers should be reflected not only by the number of students engaged in class content, but also by the embodied cultural capital that students bring to online, face-to-face and hybrid learning spaces.
{"title":"Pedagogy of care in online teaching and learning environments at tertiary institutions through the eyes of Freire","authors":"Doniwen Pietersen","doi":"10.38140/pie.v42i2.6580","DOIUrl":"https://doi.org/10.38140/pie.v42i2.6580","url":null,"abstract":"Making the most of online or hybrid teaching platforms is essential to making sure that, in the Fourth Industrial Revolution (4IR), higher education settings in developing universities and places are not left behind. While a number of the technological platforms adopted during the Covid-19 lockdown have the potential to reach more kids, they have also overloaded educators and pupils. Therefore, it seems ironic that the same technology that makes it possible for higher education to offer online courses also frequently impedes student progress and places restrictions on the pedagogy of teachers. Regardless of format, the teaching and learning encounter should not come at the expense of caring for the actual student in the ever-changing hybrid teaching model that most tertiary institutions have since adopted. Therefore, the interest of this article is on how ‘care pedagogies’ might improve online teaching and learning at developing universities. In this sense, the role of university teachers should be reflected not only by the number of students engaged in class content, but also by the embodied cultural capital that students bring to online, face-to-face and hybrid learning spaces.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":"8 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141652603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Various scholars have confirmed that teacher safety against learner victimization is a growing concern worldwide, and this problem is exacerbated by a lack of understanding and readiness to implement policies to address this matter. In this regard, policy implementation by middle leaders (MLs) in creating safe school environments has attracted much less interest as a possible way of addressing issues of teacher safety and the prevention of learner victimization. MLs are regarded as individuals who have the potential to lead, plan, inspire and persuade, and in so doing, they are in an ideal position to translate policy into practice. As such, this paper provides a qualitative policy document analysis of The National School Safety Framework (NSSF) premised on the theory that every individual in the school experiences safety in dissimilar ways and has unique safety needs. The NSSF is endorsed by the Department of Basic Education to guide in addressing issues of violence and safety in South African schools. Underpinned by the rational choice theory and utilizing policy document analysis, texts in the NSSF were analysed and interpreted to propose transformative policy strategies that can assist MLs in managing teachers’ safety at schools more effectively. The findings suggest that administrative duties and a lack of time make it difficult for MLs to create a safe and supportive learning environment in schools. Another finding was that there is no clear plan outlined in the NSSF to guide MLs to pursue teacher safety against learner victimization in schools. To assist MLs, this paper proposes transformative policy strategies that can assist them in promoting teacher safety and preventing learner victimization in schools. The paper recommends that more explicit interpretation and implementation strategies be communicated with schools to assist them in fighting the war against violence in schools.
{"title":"Middle leaders pursuing teacher safety against learner victimization: A policy document analysis","authors":"Edwin Darrell de Klerk, J. Palmer","doi":"10.38140/pie.v42i2.7447","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7447","url":null,"abstract":"Various scholars have confirmed that teacher safety against learner victimization is a growing concern worldwide, and this problem is exacerbated by a lack of understanding and readiness to implement policies to address this matter. In this regard, policy implementation by middle leaders (MLs) in creating safe school environments has attracted much less interest as a possible way of addressing issues of teacher safety and the prevention of learner victimization. MLs are regarded as individuals who have the potential to lead, plan, inspire and persuade, and in so doing, they are in an ideal position to translate policy into practice. As such, this paper provides a qualitative policy document analysis of The National School Safety Framework (NSSF) premised on the theory that every individual in the school experiences safety in dissimilar ways and has unique safety needs. The NSSF is endorsed by the Department of Basic Education to guide in addressing issues of violence and safety in South African schools. Underpinned by the rational choice theory and utilizing policy document analysis, texts in the NSSF were analysed and interpreted to propose transformative policy strategies that can assist MLs in managing teachers’ safety at schools more effectively. The findings suggest that administrative duties and a lack of time make it difficult for MLs to create a safe and supportive learning environment in schools. Another finding was that there is no clear plan outlined in the NSSF to guide MLs to pursue teacher safety against learner victimization in schools. To assist MLs, this paper proposes transformative policy strategies that can assist them in promoting teacher safety and preventing learner victimization in schools. The paper recommends that more explicit interpretation and implementation strategies be communicated with schools to assist them in fighting the war against violence in schools.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":"51 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Jama, A. Buka, Shantha Naidoo, Tshepang Jacob Moloi
Identification of learning barriers is a critical issue for support provision in inclusive classes, as it informs individualised support plans for each learner who experiences barriers to learning. However, the school support stakeholders in Quintile 1 rural schools in South Africa face challenges in identifying learning barriers experienced by learners in their classes. Quintile 1 is a socially based ranking given to schools in poverty-stricken communities where most people are unemployed. This study focuses on identifying the perceptions of school support stakeholders in the identification of learning barriers in Quintile 1 rural schools. In this qualitative research study, a multiple case study design was used and 15 participants from three categories (teachers, principals, and school-based support team coordinators) were purposively sampled from three secondary and two primary rural schools due to the different roles expected from each category in the identification of learning barriers. Data were analysed using thematic content analysis. The findings revealed insufficient knowledge about the identification of learning barriers; lack of support in identifying learning barriers; lack of continuous in-service training on inclusive practices and education policies as barriers to the identification of learning barriers, which led teachers to perceive their roles in identifying learning barriers in a negative way. In general, this article contributes to understanding the complexities surrounding the identification of learning barriers for support provision in rural settings. It highlights areas for improvement in inclusive practices and supports structures to enhance the inclusivity and effectiveness of rural education systems.
{"title":"Exploring school support stakeholders’ perceptions in identifying learning barriers: the case study of selected rural schools in the Eastern Cape","authors":"P. Jama, A. Buka, Shantha Naidoo, Tshepang Jacob Moloi","doi":"10.38140/pie.v42i2.7108","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7108","url":null,"abstract":"Identification of learning barriers is a critical issue for support provision in inclusive classes, as it informs individualised support plans for each learner who experiences barriers to learning. However, the school support stakeholders in Quintile 1 rural schools in South Africa face challenges in identifying learning barriers experienced by learners in their classes. Quintile 1 is a socially based ranking given to schools in poverty-stricken communities where most people are unemployed. This study focuses on identifying the perceptions of school support stakeholders in the identification of learning barriers in Quintile 1 rural schools. In this qualitative research study, a multiple case study design was used and 15 participants from three categories (teachers, principals, and school-based support team coordinators) were purposively sampled from three secondary and two primary rural schools due to the different roles expected from each category in the identification of learning barriers. Data were analysed using thematic content analysis. The findings revealed insufficient knowledge about the identification of learning barriers; lack of support in identifying learning barriers; lack of continuous in-service training on inclusive practices and education policies as barriers to the identification of learning barriers, which led teachers to perceive their roles in identifying learning barriers in a negative way. In general, this article contributes to understanding the complexities surrounding the identification of learning barriers for support provision in rural settings. It highlights areas for improvement in inclusive practices and supports structures to enhance the inclusivity and effectiveness of rural education systems.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":"37 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Could a transformative, inclusive and emancipatory educational framework like the Universal Design for Learning (UDL) advance academic success for all? Could racism and dis/ableism be dismantled through such an emerging educational trend that offers a redefinition of dis/ability abolishing oppressive pedagogical practices that perpetuate constructed views of special needs, often negatively correlated with racial and intellectual superiority? Could such a framework that foregrounds physical, cognitive and linguistic injustices advance achievement beyond merely meeting academic literacy standards within higher education settings like writing centres in a post-Covid 21st-century South Africa? These critical questions are some of the tensions raised in this paper proposing a compelling, yet controversial attempt at advancing student learning and achievement within an expanded definition of disability offered by the UDL framework developed by Rose and Meyer at the Center for Applied Special Technology at Harvard University. While Covid-19 centred around a pandemic, this global catastrophe accelerated the technological thrust into virtual and blended learning mediums of learning and engagement. Yet, given the technological explosion of the mid- and late 20th century, in many ways education have headed towards this direction. Now more than ever, the awareness of the Universal Design for Learning within the role of the writing centre and academic literacy is especially critical, given the drive for technologically driven approaches to address issues of social justice. This paper seeks to understand the obstacles and opportunities of the UDL framework within the role of writing centres in post-Covid 21st-century South African higher education. Through professional insights as a qualified practising writing consultant both locally in South Africa and in the United States, this reflective critique on the emerging vociferous dialogue around the adoption of the Universal Design for Learning framework at higher education institutions in South Africa, and its implications for the role of the writing centre, are based on this author’s pragmatic, commonplace experiences as well as research studies conducted on UDL and the Harvard Review. It is hoped that this reflective paper may make visible some of the inherent juxtapositions Universal Design for Learning may hold for meeting individual students’ learning needs principled on its universal approach to learning success for all, affording opportunities for further research and critique.
{"title":"Universal Design for Learning and writing centres in South African higher education","authors":"Desiree Moodley","doi":"10.38140/pie.v42i2.7830","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7830","url":null,"abstract":"Could a transformative, inclusive and emancipatory educational framework like the Universal Design for Learning (UDL) advance academic success for all? Could racism and dis/ableism be dismantled through such an emerging educational trend that offers a redefinition of dis/ability abolishing oppressive pedagogical practices that perpetuate constructed views of special needs, often negatively correlated with racial and intellectual superiority? Could such a framework that foregrounds physical, cognitive and linguistic injustices advance achievement beyond merely meeting academic literacy standards within higher education settings like writing centres in a post-Covid 21st-century South Africa? These critical questions are some of the tensions raised in this paper proposing a compelling, yet controversial attempt at advancing student learning and achievement within an expanded definition of disability offered by the UDL framework developed by Rose and Meyer at the Center for Applied Special Technology at Harvard University. While Covid-19 centred around a pandemic, this global catastrophe accelerated the technological thrust into virtual and blended learning mediums of learning and engagement. Yet, given the technological explosion of the mid- and late 20th century, in many ways education have headed towards this direction. Now more than ever, the awareness of the Universal Design for Learning within the role of the writing centre and academic literacy is especially critical, given the drive for technologically driven approaches to address issues of social justice. This paper seeks to understand the obstacles and opportunities of the UDL framework within the role of writing centres in post-Covid 21st-century South African higher education. Through professional insights as a qualified practising writing consultant both locally in South Africa and in the United States, this reflective critique on the emerging vociferous dialogue around the adoption of the Universal Design for Learning framework at higher education institutions in South Africa, and its implications for the role of the writing centre, are based on this author’s pragmatic, commonplace experiences as well as research studies conducted on UDL and the Harvard Review. It is hoped that this reflective paper may make visible some of the inherent juxtapositions Universal Design for Learning may hold for meeting individual students’ learning needs principled on its universal approach to learning success for all, affording opportunities for further research and critique.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":"53 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines geography teachers’, parents’ and learners’ understanding and experiences of the integration of Information and Communication Technologies (ICTs) in the teaching of that subject. The study was guided by the TPACK-SAMR model, which proved to be a reliable tool for measuring the extent of ICT integration. The purposive sampling technique that was employed enabled the researchers to identify participants for the research study related to the importance of integrating ICTs into the teaching and learning of geography. The article draws its purpose from the integration of technologies into the teaching of geography as a means of preparing and equipping learners who take this subject with the type of skills required in the 21st-century job market. Surprisingly, the research findings revealed that some teachers still do not feel comfortable to integrate diverse technologies into their teaching of geography, perceiving it as time consuming. Their unwillingness to become digital citizens and conform to the demands of the Fourth Industrial Revolution (4IR) is a drawback, as are learners’ inappropriate use of ICTs (visiting irrelevant, unwanted sites instead of downloading subject-related content). To empower learners to adopt and use ICTs as valuable tools and solutions on their learning journey drastic changes are required, particularly on the part of curriculum planners in geography.
{"title":"Chronicling participants’ understanding and experiences of integrating ICT into the teaching of geography in South African schools","authors":"Bongumusa Gubevu, VS Mncube","doi":"10.38140/pie.v42i2.7083","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7083","url":null,"abstract":"This article examines geography teachers’, parents’ and learners’ understanding and experiences of the integration of Information and Communication Technologies (ICTs) in the teaching of that subject. The study was guided by the TPACK-SAMR model, which proved to be a reliable tool for measuring the extent of ICT integration. The purposive sampling technique that was employed enabled the researchers to identify participants for the research study related to the importance of integrating ICTs into the teaching and learning of geography. The article draws its purpose from the integration of technologies into the teaching of geography as a means of preparing and equipping learners who take this subject with the type of skills required in the 21st-century job market. Surprisingly, the research findings revealed that some teachers still do not feel comfortable to integrate diverse technologies into their teaching of geography, perceiving it as time consuming. Their unwillingness to become digital citizens and conform to the demands of the Fourth Industrial Revolution (4IR) is a drawback, as are learners’ inappropriate use of ICTs (visiting irrelevant, unwanted sites instead of downloading subject-related content). To empower learners to adopt and use ICTs as valuable tools and solutions on their learning journey drastic changes are required, particularly on the part of curriculum planners in geography.\u0000 ","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":"60 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past few years, we have worked together in a citizen science project called Diamonds on the Soles of our Feet (see also Goldin et al. 2021, Goldin et al., 2023). In this project we engaged with 420 young learners in the Limpopo Province of South Africa. We came to see participating schools as collaborative ecosystems where young citizens become entangled with water through experiential encounters that make science alive and relevant. Through our engagement with citizen science, we experienced the transformative power of affect and the relevance of emotions in education as a social and political project. In our pedagogy we depart from the idea that human beings are separate from the biosphere, thus recognising the interdependency of all life forms on earth. We believe that keeping science education in laboratories and libraries affirms what Bozalek and Zemblyas (2023) call “privileged irresponsibility”. We propose that citizen science and its transformative potential can be one way to redress such irresponsibility. Through impactful encounters with human – nonhuman entanglement and the emotions which are evoked in this process, citizen science can create opportunities for responseability (Bozalek & Zemblyas, 2023), through teaching and learning with the heart. Such entanglement also resonates with relationality as the currency of care theorists. In the context of our citizen science work, caring for unfamiliar others is a form of non-humancentred care with unfamiliar water bodies in which the binary of inside-outside learning becomes porous as the geographies of water penetrate the classroom walls. In Diamonds on the Soles of our Feet, we noted how watery spaces and images move back and forth caring-with and through human bodies – waterbodies to school, school to waterbodies. The entanglement with the nonhuman resonates with Massumi’s (2015) notion of becoming where there is an unrolling of an event that is a becoming of two together.
{"title":"Pedagogy with a heartbeat: The transformative potential of citizen science in education","authors":"Jacqueline Goldin, Caroline Suransky","doi":"10.38140/pie.v42i2.8013","DOIUrl":"https://doi.org/10.38140/pie.v42i2.8013","url":null,"abstract":"Over the past few years, we have worked together in a citizen science project called Diamonds on the Soles of our Feet (see also Goldin et al. 2021, Goldin et al., 2023). In this project we engaged with 420 young learners in the Limpopo Province of South Africa. We came to see participating schools as collaborative ecosystems where young citizens become entangled with water through experiential encounters that make science alive and relevant. Through our engagement with citizen science, we experienced the transformative power of affect and the relevance of emotions in education as a social and political project. In our pedagogy we depart from the idea that human beings are separate from the biosphere, thus recognising the interdependency of all life forms on earth. We believe that keeping science education in laboratories and libraries affirms what Bozalek and Zemblyas (2023) call “privileged irresponsibility”. We propose that citizen science and its transformative potential can be one way to redress such irresponsibility. Through impactful encounters with human – nonhuman entanglement and the emotions which are evoked in this process, citizen science can create opportunities for responseability (Bozalek & Zemblyas, 2023), through teaching and learning with the heart. Such entanglement also resonates with relationality as the currency of care theorists. In the context of our citizen science work, caring for unfamiliar others is a form of non-humancentred care with unfamiliar water bodies in which the binary of inside-outside learning becomes porous as the geographies of water penetrate the classroom walls. In Diamonds on the Soles of our Feet, we noted how watery spaces and images move back and forth caring-with and through human bodies – waterbodies to school, school to waterbodies. The entanglement with the nonhuman resonates with Massumi’s (2015) notion of becoming where there is an unrolling of an event that is a becoming of two together.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":"16 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141654962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This PRISMA scoping review identifies the emerging evidence on the relationship between the philosophy of ubuntu and the principles of inclusive education. The searches in this scoping review were conducted in AERD, Scopus, BASE EBSCO Host and Google Scholar to find the relationship between the philosophy of ubuntu as an African traditional knowledge system and the principles of inclusive education. Seven of the studies were included from a total of 134 articles published in Africa from January 2021 to December 2022 in English. Articles were excluded from review if they were published outside Africa, not in English, and from the period before January 2021. Data were thematically analysed following the thematic approach by Braun and Clarke (2021). Results organised by themes indicate that there is a very strong relationship between the philosophy of ubuntu and the principles of inclusive education. The thematic data analysis in this study indicated that both the philosophy of ubuntu and the principles of inclusive education are based on 1) equality, 2) unconditional acceptance, 3) enabling learning environment, and 4) respect for human diversity. The implication of this study is the recognition and adoption of the philosophy of ubuntu at inclusive education systems in Africa.
{"title":"The relationship between the philosophy of Ubuntu and the principles of inclusive education","authors":"Jabulani Mpofu, M. Sefotho","doi":"10.38140/pie.v42i2.7338","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7338","url":null,"abstract":"This PRISMA scoping review identifies the emerging evidence on the relationship between the philosophy of ubuntu and the principles of inclusive education. The searches in this scoping review were conducted in AERD, Scopus, BASE EBSCO Host and Google Scholar to find the relationship between the philosophy of ubuntu as an African traditional knowledge system and the principles of inclusive education. Seven of the studies were included from a total of 134 articles published in Africa from January 2021 to December 2022 in English. Articles were excluded from review if they were published outside Africa, not in English, and from the period before January 2021. Data were thematically analysed following the thematic approach by Braun and Clarke (2021). Results organised by themes indicate that there is a very strong relationship between the philosophy of ubuntu and the principles of inclusive education. The thematic data analysis in this study indicated that both the philosophy of ubuntu and the principles of inclusive education are based on 1) equality, 2) unconditional acceptance, 3) enabling learning environment, and 4) respect for human diversity. The implication of this study is the recognition and adoption of the philosophy of ubuntu at inclusive education systems in Africa.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored the experiences of seven first-year university students in Johannesburg, South Africa. Recognising storytelling as a lens to reveal identity, this study focused on student experience narratives as a tool to better understand their transition from school to university. It examined the narrated experiences of these students as a means to reveal their student identities. The qualitative study utilised a case study design type to address the research question: “What do first-year students’ transition narratives reveal about their emerging student identities?” This paper focuses on athematic analysis that was used as a tool to analyse participants’ narrated experiences. The analysis resulted in five broad themes, namely that student identities in their first-year journeys were formed and influenced by interpersonal experiences, intrapersonal experiences, pre-commencement institutional experiences, experiences of formal learning, and learning experiences beyond the classroom. Despite encountering multiple challenges in their new environment, the students derived benefit through capitalising on their personal strengths as tools to adjust to the demands of their new institution. These tools were crucial resources used by participants to adjust to and ultimately flourish in their first year.
{"title":"Students experience stories as lenses for sense-making of the transition to higher education","authors":"Deborah Lees, Andre Van Zyl","doi":"10.38140/pie.v42i2.7696","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7696","url":null,"abstract":"This study explored the experiences of seven first-year university students in Johannesburg, South Africa. Recognising storytelling as a lens to reveal identity, this study focused on student experience narratives as a tool to better understand their transition from school to university. It examined the narrated experiences of these students as a means to reveal their student identities. The qualitative study utilised a case study design type to address the research question: “What do first-year students’ transition narratives reveal about their emerging student identities?” This paper focuses on athematic analysis that was used as a tool to analyse participants’ narrated experiences. The analysis resulted in five broad themes, namely that student identities in their first-year journeys were formed and influenced by interpersonal experiences, intrapersonal experiences, pre-commencement institutional experiences, experiences of formal learning, and learning experiences beyond the classroom. Despite encountering multiple challenges in their new environment, the students derived benefit through capitalising on their personal strengths as tools to adjust to the demands of their new institution. These tools were crucial resources used by participants to adjust to and ultimately flourish in their first year.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":"62 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141654526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Priya Ramgovind, Mbali Cynthia Valashiya, Shamola Pramjeeth
Introduction: The initial response of higher education institutions (HEIs) to the Covid-19 pandemic was to shift to online learning as a contingency. However, not all students were equipped with the appropriate resources to make this shift. Research problem: There is scant contemporary research outlining the types of educational resources leveraged by students at a private HEI (PHEI) in South Africa during the Covid-19 pandemic. This limits the ability of PHEIs to develop targeted approaches for student success during similar disturbances. Methodology: Using a quantitative research design, an online survey was administered to second-year to postgraduate students at a PHEI in South Africa. Of the 44 715 total student population at the PHEI, a sample size of 387 was targeted, with a total of 239 students responding to the survey. Key findings: The study found that most students had access to resources during emergency remote learning (ERT), with family playing a key role in providing human and financial resources to the student, while the PHEI provided key material resources. Textbooks, data/Wi-Fi, laptop/computer, and mobile phones/smartphones were considered critical, with administrative and academic support staff, online lecturers, videos, and textbooks/eBooks playing a key role in the students’ academic performance. Conclusion: By understanding the educational resources (i.e. human, material and financial) that were leveraged by students during Covid-19, PHEIs can streamline decision-making regarding operations, assistance provided to students, and manage online learning in a manner that mitigates pitfalls should events similar to the pandemic occur.
{"title":"Educational resources leveraged by students at a private higher education institution during COVID-19 pandemic","authors":"Priya Ramgovind, Mbali Cynthia Valashiya, Shamola Pramjeeth","doi":"10.38140/pie.v42i2.7542","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7542","url":null,"abstract":"Introduction: The initial response of higher education institutions (HEIs) to the Covid-19 pandemic was to shift to online learning as a contingency. However, not all students were equipped with the appropriate resources to make this shift.\u0000Research problem: There is scant contemporary research outlining the types of educational resources leveraged by students at a private HEI (PHEI) in South Africa during the Covid-19 pandemic. This limits the ability of PHEIs to develop targeted approaches for student success during similar disturbances.\u0000Methodology: Using a quantitative research design, an online survey was administered to second-year to postgraduate students at a PHEI in South Africa. Of the 44 715 total student population at the PHEI, a sample size of 387 was targeted, with a total of 239 students responding to the survey.\u0000Key findings: The study found that most students had access to resources during emergency remote learning (ERT), with family playing a key role in providing human and financial resources to the student, while the PHEI provided key material resources. Textbooks, data/Wi-Fi, laptop/computer, and mobile phones/smartphones were considered critical, with administrative and academic support staff, online lecturers, videos, and textbooks/eBooks playing a key role in the students’ academic performance.\u0000Conclusion: By understanding the educational resources (i.e. human, material and financial) that were leveraged by students during Covid-19, PHEIs can streamline decision-making regarding operations, assistance provided to students, and manage online learning in a manner that mitigates pitfalls should events similar to the pandemic occur.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":"49 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141654602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Globally, the World Bank’s neoliberal agenda has reframed inclusive education through its investment projects and inclusive policies, thus begetting unevenness and social inequalities. Accordingly, in South Africa, the World Bank’s neoliberal investment projects and inclusive policies exacerbate the exclusion of learners in schools. The critical theory framework is adopted as a lens to explore the extent to which the World Bank’s neoliberal education agenda meets the end goals of democracy and social justice in post-apartheid South Africa. A critical analysis of the World Bank’s inclusive education policies points to a neoliberal agenda that fosters liberalisation instead of human rights; a policy that propagates privatisation instead of universal education; learners’ emancipation barricaded by investment projects that favour deregulation instead of regulation; and illusive social change due to neoliberal public policies in post-apartheid South African schools. Ultimately, the authors argue that the World Bank’s incoherent, inconsistent and ambiguous neoliberal education agenda does not speak to its intended recipients, namely the poor, unprivileged and excluded learners in post-apartheid South African schools. A recommendation thus put forward is that the World Bank should redirect its investment projects and revise its inclusive policies in the quest to spearhead universal and free public education.
{"title":"The World Bank’s neoliberal agenda and inclusive education in post-apartheid South African schools","authors":"Nomsa Mnisi, T. Mathebula","doi":"10.38140/pie.v42i2.7454","DOIUrl":"https://doi.org/10.38140/pie.v42i2.7454","url":null,"abstract":"Globally, the World Bank’s neoliberal agenda has reframed inclusive education through its investment projects and inclusive policies, thus begetting unevenness and social inequalities. Accordingly, in South Africa, the World Bank’s neoliberal investment projects and inclusive policies exacerbate the exclusion of learners in schools. The critical theory framework is adopted as a lens to explore the extent to which the World Bank’s neoliberal education agenda meets the end goals of democracy and social justice in post-apartheid South Africa. A critical analysis of the World Bank’s inclusive education policies points to a neoliberal agenda that fosters liberalisation instead of human rights; a policy that propagates privatisation instead of universal education; learners’ emancipation barricaded by investment projects that favour deregulation instead of regulation; and illusive social change due to neoliberal public policies in post-apartheid South African schools. Ultimately, the authors argue that the World Bank’s incoherent, inconsistent and ambiguous neoliberal education agenda does not speak to its intended recipients, namely the poor, unprivileged and excluded learners in post-apartheid South African schools. A recommendation thus put forward is that the World Bank should redirect its investment projects and revise its inclusive policies in the quest to spearhead universal and free public education.","PeriodicalId":506797,"journal":{"name":"Perspectives in Education","volume":"34 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141655231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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