Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration

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dc.contributor.advisorBaxen, Jeanen_ZA
dc.contributor.advisorGreen, Lenaen_ZA
dc.contributor.authorHill, Margaret Anneen_ZA
dc.date.accessioned2014-10-01T08:08:56Z
dc.date.available2014-10-01T08:08:56Z
dc.date.issued2000en_ZA
dc.descriptionBibliography: leaves 104-107.en_ZA
dc.description.abstractThis study explores the positioning of learners who are more than three years older than age•norms for their school grades in societal, institutional and situational levels of education discourse in SouthAfrica. A review of research literature, of samples of lay discourse and of policy documents reveals tensions between industrially derived assumptions and rights-based assumptions in education discourse at societal and institutional levels. These opposing assumptions are seen to simultaneously disadvantage older learners while appearing to hold out the promise of unconditional inclusion in schooling. A qualitative empirical study traces some of the effects of the tension in education discourse on learners at a situational level of education discourse, namely schooling. The conclusions of the study suggest that the resolution of the tension in accordance with rights-based assumptions would result in radical reconceptualising of schooling arrangements and learner assessment. Suggestions are proposed for a research agenda that the reconceptualising of schooling might generate.en_ZA
dc.identifier.apacitationHill, M. A. (2000). <i>Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/7872en_ZA
dc.identifier.chicagocitationHill, Margaret Anne. <i>"Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2000. http://hdl.handle.net/11427/7872en_ZA
dc.identifier.citationHill, M. 2000. Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Hill, Margaret Anne AB - This study explores the positioning of learners who are more than three years older than age•norms for their school grades in societal, institutional and situational levels of education discourse in SouthAfrica. A review of research literature, of samples of lay discourse and of policy documents reveals tensions between industrially derived assumptions and rights-based assumptions in education discourse at societal and institutional levels. These opposing assumptions are seen to simultaneously disadvantage older learners while appearing to hold out the promise of unconditional inclusion in schooling. A qualitative empirical study traces some of the effects of the tension in education discourse on learners at a situational level of education discourse, namely schooling. The conclusions of the study suggest that the resolution of the tension in accordance with rights-based assumptions would result in radical reconceptualising of schooling arrangements and learner assessment. Suggestions are proposed for a research agenda that the reconceptualising of schooling might generate. DA - 2000 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2000 T1 - Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration TI - Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration UR - http://hdl.handle.net/11427/7872 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/7872
dc.identifier.vancouvercitationHill MA. Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2000 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/7872en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleConditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative explorationen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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