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The Implementation of Learner Integration and Its Challenges in a Selected Former Model C School: Learners' Perspectives

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Title: The Implementation of Learner Integration and Its Challenges in a Selected Former Model C School: Learners' Perspectives
Language: English
Authors: Theresia Joakim Kanyopa (ORCID 0000-0003-1941-3676), Dipane Joseph Hlalele (ORCID 0000-0003-4455-4876), Matseliso Mokhele-Makgalwa (ORCID 0000-0003-0003-9530)
Source: South African Journal of Education. 2024 44(3).
Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 11
Descriptors: Foreign Countries, School Desegregation, High School Students, Grade 11, Equal Education, Inclusion, Racial Integration, Policy Formation, Educational Policy, Educational Change, Educational Environment, Student Diversity, Student Attitudes
Geographic Terms: South Africa
ISSN: 0256-0100
2076-3433
Abstract: The purpose of the study reported on here was to explore the implementation of learner integration and its challenges in a selected former Model C school. This is an expansion of the findings of a larger study, "Understanding and enhancing of learner integration in a selected ex-model C school" by Theresia Joakim Kanyopa. Based on South Africa's history, the term "former Model C" (also ex Model C) is still commonly used to describe those schools that were formerly Whites-only but are now multiracial schools. Learner integration is a major issue in global contemporary education practice. Contemporary literature on learner integration in former Model C schools reveals complex impediments. Some of the impediments are essentially beyond the capabilities and competencies of learners, teachers and principals. In this article we argue that the lack of an effectively designed practice is central to the impediments to learner integration. This was a qualitative case study grounded within the critical research paradigm, hence the critical emancipatory research (CER) theoretical framework was adopted. We used purposive and convenience sampling to select the research site and participants. Four Grade 11 learners (2 boys and 2 girls) were purposively selected because of their availability and willingness to participate in the study. Their ages were between 16 and 19 years. Data were generated through interviews and reflective writing. Importantly, to achieve successful learner integration in former Model C schools, we affirm that these schools must revise their practices, programmes and policies to create an integrative learning environment that ensures learner safety and an environment that supports, develops end enhances their academic goals. The findings from the study indicate that learner integration in former Model C schools can be successfully done by valuing the learners' diversities regardless of their backgrounds, ethnic groups, status or races.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441591
Database: ERIC
FullText Text:
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  Data: The Implementation of Learner Integration and Its Challenges in a Selected Former Model C School: Learners' Perspectives
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  Data: <searchLink fieldCode="AR" term="%22Theresia+Joakim+Kanyopa%22">Theresia Joakim Kanyopa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1941-3676">0000-0003-1941-3676</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dipane+Joseph+Hlalele%22">Dipane Joseph Hlalele</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4455-4876">0000-0003-4455-4876</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matseliso+Mokhele-Makgalwa%22">Matseliso Mokhele-Makgalwa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0003-9530">0000-0003-0003-9530</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. 2024 44(3).
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  Data: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22School+Desegregation%22">School Desegregation</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Integration%22">Racial Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Formation%22">Policy Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: The purpose of the study reported on here was to explore the implementation of learner integration and its challenges in a selected former Model C school. This is an expansion of the findings of a larger study, "Understanding and enhancing of learner integration in a selected ex-model C school" by Theresia Joakim Kanyopa. Based on South Africa's history, the term "former Model C" (also ex Model C) is still commonly used to describe those schools that were formerly Whites-only but are now multiracial schools. Learner integration is a major issue in global contemporary education practice. Contemporary literature on learner integration in former Model C schools reveals complex impediments. Some of the impediments are essentially beyond the capabilities and competencies of learners, teachers and principals. In this article we argue that the lack of an effectively designed practice is central to the impediments to learner integration. This was a qualitative case study grounded within the critical research paradigm, hence the critical emancipatory research (CER) theoretical framework was adopted. We used purposive and convenience sampling to select the research site and participants. Four Grade 11 learners (2 boys and 2 girls) were purposively selected because of their availability and willingness to participate in the study. Their ages were between 16 and 19 years. Data were generated through interviews and reflective writing. Importantly, to achieve successful learner integration in former Model C schools, we affirm that these schools must revise their practices, programmes and policies to create an integrative learning environment that ensures learner safety and an environment that supports, develops end enhances their academic goals. The findings from the study indicate that learner integration in former Model C schools can be successfully done by valuing the learners' diversities regardless of their backgrounds, ethnic groups, status or races.
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      – Text: English
    PhysicalDescription:
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        PageCount: 11
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: School Desegregation
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Grade 11
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      – SubjectFull: Equal Education
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      – SubjectFull: Inclusion
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      – SubjectFull: Educational Environment
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      – SubjectFull: Student Diversity
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      – SubjectFull: Student Attitudes
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      – SubjectFull: South Africa
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      – TitleFull: The Implementation of Learner Integration and Its Challenges in a Selected Former Model C School: Learners' Perspectives
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