Browsing by Subject "access to education"

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    Education for All Week 3 - Can any school be inclusive?
    (2018-06-01) Vanessa, Japtha
    In this video, Vaness Japtha from Inclusive Education South Africa discusses how to develop an inclusive education system that allows all learners to feel supported and included in formal education. She discusses that while additional resourcing can support inclusivity, it also depends on the agency of different stakeholders including administrators, teachers, parents and community members. She explains the process of developing an inclusivity strategy, which includes steps such as determining the positionality and attitudes of the different stakeholders and developing an inclusive ethos in the school. She also explains that indicators for inclusivity have been developed and can be used to determine how inclusive a school is.
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    TEDI 3 Week 3 - Exclusion from the Curriculum
    (2019-06-01) Watermeyer, Brian
    In this video, Brian Watermeyer talks about how visually-impaired learners experience exclusion from the curriculum. He discusses how students with visual impairments desire to participate in schooling but experience barriers with inaccessible learning materials and teaching techniques. These experiences can be both alienating and prevent the child from experiencing instances of mastering content, which has negative impacts on their confidence, undermines their sense of belonging, and impacts their ability to solve problems and navigate the world. Brian discusses how students experience feelings of isolation or removal from their peers in both mainstream and special education, as well as feelings of failure and loneliness in common learning situations. Brian also discusses how teachers' negative attitudes towards making the curriculum accessible contributed to the isolation experienced by learners with disabilities and exacerbated hopelessness and feelings of inadequacy.
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    The exploration of the experiences of alienation in education for rural high school learners in the Eastern Cape province, South Africa
    (2024) Moleko, Teboho Banele; Xulu-Gama, Nomkhosi; Sitas, Ari
    Rural high school learners - learners who attend schools in rural areas - face well-documented macro-level educational challenges: lack of access to social services, poor infrastructure and educational resources, pronounced disadvantage, and limited exposure to experienced teachers. Yet, very little is known about rural high school learners' experiences. Additionally, there is a dearth of information regarding rural high school learners' experiences from their perspectives. To remedy these knowledge gaps, the research was steered by the following questions, “How do rural high school learners in the Eastern Cape experience alienation in education?” “How is rurality framed in education policy, and how does this play a role in alienating rural learners in education?” This thesis used the theory of alienation in education as a guide to uncover the textured, in-depth, contextual experiences of rural learners in the Eastern Cape. More so, this thesis was conducted using qualitative research methodology. The study f