Inside the 'black box' : a critical interpretive perspective on the internal dynamics of schooling at Learn to Live and their impact on youths' at risk social-educational status

 

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dc.contributor.advisor Seekings, Jeremy en_ZA
dc.contributor.author Buelens, Saarke en_ZA
dc.date.accessioned 2014-09-30T13:37:49Z
dc.date.available 2014-09-30T13:37:49Z
dc.date.issued 2013 en_ZA
dc.identifier.citation Buelens, S. 2013. Inside the 'black box' : a critical interpretive perspective on the internal dynamics of schooling at Learn to Live and their impact on youths' at risk social-educational status. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/7775
dc.description Includes abstract.|Includes bibliographical references. en_ZA
dc.description.abstract Participation in social and educational environments is crucial for young people’s development, well-being and opportunities for leading a fulfilling and successful life. Many South African youngsters – and particularly street children – are often excluded from meaningful participation in their communities. This involves participation in social, educational, cultural, political and economic life. The family and the school are two important arenas where such participation can take place. In addition, these youngsters are confronted with unpredictable future life chances. Thus, they often find themselves in a disadvantaged position within society. In light of this observation, the theme of youth at risk has been much discussed in South Africa for the past three decades. This study focuses on a group of especially disadvantaged adolescents, who do not live in safe and nurturing family environments and who are excluded from formal education. I investigate whether ‘theories and practices of education’, featured in non-formal educational interventions, have an impact on the reproduction of disadvantage and risk among its students. My research focuses on the case of Learn to Live, a non-formal educational intervention that tries to counteract the disadvantages that especially disadvantaged youth in Cape Town face.My findings show that educators and students try to find a balance between, on the one hand, emphasising the uniqueness of students’ extremely disadvantaged situation and the need for a particular kind of education that results from it, and on the other hand, the desire to conform to mainstream ideas and mainstream adolescent life. In their attempts to find this balance, nearly all participants acknowledge that Learn to Live is a necessary stepping stone in students’ lives towards success and happiness. The educators believe that the school itself can contribute a lot to the students’ situation and emphasise their role of victims of their circumstances. The students, however, state that Learn to Live is merely there to give them a second chance. They do consider their own role in the schooling process and the path to success to be paramount. This is also reflected quite clearly in the students’ aspirations, their feelings of hope, and their looking to the future. The implications of these findings for Learn to Live include: building on students’ strengths, talents and resiliency by offering them an empowerment-based intervention, creating more opportunities where students can experience feelings of success and pride, and making use of testimonies of successful students. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Sociology en_ZA
dc.title Inside the 'black box' : a critical interpretive perspective on the internal dynamics of schooling at Learn to Live and their impact on youths' at risk social-educational status en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department Department of Sociology en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MSocSc en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Buelens, S. (2013). <i>Inside the 'black box' : a critical interpretive perspective on the internal dynamics of schooling at Learn to Live and their impact on youths' at risk social-educational status</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Sociology. Retrieved from http://hdl.handle.net/11427/7775 en_ZA
dc.identifier.chicagocitation Buelens, Saarke. <i>"Inside the 'black box' : a critical interpretive perspective on the internal dynamics of schooling at Learn to Live and their impact on youths' at risk social-educational status."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Sociology, 2013. http://hdl.handle.net/11427/7775 en_ZA
dc.identifier.vancouvercitation Buelens S. Inside the 'black box' : a critical interpretive perspective on the internal dynamics of schooling at Learn to Live and their impact on youths' at risk social-educational status. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Sociology, 2013 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/7775 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Buelens, Saarke AB - Participation in social and educational environments is crucial for young people’s development, well-being and opportunities for leading a fulfilling and successful life. Many South African youngsters – and particularly street children – are often excluded from meaningful participation in their communities. This involves participation in social, educational, cultural, political and economic life. The family and the school are two important arenas where such participation can take place. In addition, these youngsters are confronted with unpredictable future life chances. Thus, they often find themselves in a disadvantaged position within society. In light of this observation, the theme of youth at risk has been much discussed in South Africa for the past three decades. This study focuses on a group of especially disadvantaged adolescents, who do not live in safe and nurturing family environments and who are excluded from formal education. I investigate whether ‘theories and practices of education’, featured in non-formal educational interventions, have an impact on the reproduction of disadvantage and risk among its students. My research focuses on the case of Learn to Live, a non-formal educational intervention that tries to counteract the disadvantages that especially disadvantaged youth in Cape Town face.My findings show that educators and students try to find a balance between, on the one hand, emphasising the uniqueness of students’ extremely disadvantaged situation and the need for a particular kind of education that results from it, and on the other hand, the desire to conform to mainstream ideas and mainstream adolescent life. In their attempts to find this balance, nearly all participants acknowledge that Learn to Live is a necessary stepping stone in students’ lives towards success and happiness. The educators believe that the school itself can contribute a lot to the students’ situation and emphasise their role of victims of their circumstances. The students, however, state that Learn to Live is merely there to give them a second chance. They do consider their own role in the schooling process and the path to success to be paramount. This is also reflected quite clearly in the students’ aspirations, their feelings of hope, and their looking to the future. The implications of these findings for Learn to Live include: building on students’ strengths, talents and resiliency by offering them an empowerment-based intervention, creating more opportunities where students can experience feelings of success and pride, and making use of testimonies of successful students. DA - 2013 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 T1 - Inside the 'black box' : a critical interpretive perspective on the internal dynamics of schooling at Learn to Live and their impact on youths' at risk social-educational status TI - Inside the 'black box' : a critical interpretive perspective on the internal dynamics of schooling at Learn to Live and their impact on youths' at risk social-educational status UR - http://hdl.handle.net/11427/7775 ER - en_ZA


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