Setting the Scene for Researching Within the Educational Margins: Selecting Strategies for Communicating and Articulating Voices in Education Research Projects

Danaher, Patrick Alan; Mulligan, Deborah L.

doi:10.1007/978-3-030-48845-1_1

Cited by 2 publications

(1 citation statement)

References 24 publications

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“…Our position was to interact with rural primary school learners as active participants in the research on learning in rural classrooms. It was important for us to ensure that we did not trivialise the learners' involvement or let them become mere novelties, but to value their views and experiences and respect their involvement in ways that recognised children's thinking (Danaher, 2020). This is one way of redressing the overlooked critical discussion with primary school learners who experience the day-to-day conditions of learning in rural schools, as well as addressing issues of social justice as prioritised in the National Development Plan (RSA, 2012).…”

Section: Introductionmentioning

confidence: 99%

Grade 4 Rural Learners' Views and Learning Experiences That Address Social Justice in Postapartheid South Africa

Mbhiza,

Nkambule

2023

Educ. res. soc. change.

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The complexity and dynamic nature of rural contexts and schools present intricacies for teaching and learning practices, understanding the challenges learners experience, as well as the overall educational achievements within the South African context. We argue that learning is fundamentally a social phenomenon that occurs within communities, making it important to explore the strengths, diversity, as well as learning challenges presented by the rural context to learners given that they learn in rural schools and classrooms daily. The symbolic interactionism framework was used to understand emergent meanings in the process of interacting with primary school learners, and how learners made sense of their experiences of learning in rural schools. A qualitative phenomenological research methodology was espoused to unearth learners' experiences of the rural contextual conditions in relation to learning. Photo-elicitation group interviews were used to collect data from eight learners from three different schools, and the data were analysed using a thematic approach. The findings revealed that children are aware of the conditions that shape their learning in rural schools. The information provided by the learners shows that much is yet to be done by the postapartheid government to address issues of equity and social justice through education in South Africa.

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Section: Introductionmentioning

confidence: 99%

Grade 4 Rural Learners' Views and Learning Experiences That Address Social Justice in Postapartheid South Africa

Mbhiza,

Nkambule

2023

Educ. res. soc. change.

View full text Add to dashboard Cite

show abstract

Supporting Equity Students’ 21st-Century Career Construction Needs Out-Of-The-Box Approaches

Raciti¹

2022

Career Development Learning and Sustainability Goals

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Setting the Scene for Researching Within the Educational Margins: Selecting Strategies for Communicating and Articulating Voices in Education Research Projects

Cited by 2 publications

References 24 publications

Grade 4 Rural Learners' Views and Learning Experiences That Address Social Justice in Postapartheid South Africa

Grade 4 Rural Learners' Views and Learning Experiences That Address Social Justice in Postapartheid South Africa

Supporting Equity Students’ 21st-Century Career Construction Needs Out-Of-The-Box Approaches

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