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Posted by monika@mysweetprairie.ca at Saturday, September 17, 2016 Die impak van die ‘institusionele habitus’ van ’n werkersklasskool op die opvoedkundige wording van hul studente in ’n plattelandse dorp
Department of Education Policy Studies
Masters Degrees (Education Policy Studies)
Heynes, Kim (2019-04)
Thesis (MEd)--Stellenbosch University, 2019.
ENGLISH ABSTRACT : This study focuses on the impact of the institutional habitus of a working-class school in a rural town on the educational achievement of its students. The history of a country such as South Africa forms an important part of students’ humanity and ontology as citizens of the country, but more specifically as individuals embedded in various areas and educational communities of importance. Although apartheid was ended by democracy more than 20 years ago, it is still relevant to the progress of education in South Africa. South Africa is still trapped in a system in which education within workingclass institutions, such as schools, is produced to serve middle-class interests. The endemic nature of educational inequalities is highlighted by a large number of researchers, but a concrete discussion of a navigation route for equalising the playing field in relation to students' post-school aspirations remains elusive. The study is therefore underpinned by Bourdieu's trilogy – field, habitus, and capital – to determine how the institutional habitus of a working-class school shapes students' educational aspirations. The analytical lens is based on field and the impact it has on students' position in the social hierarchy of society. The lens is then sharpened to (institutional) habitus and capital in order to emphasise how the educational platform of the school is the foundation for students' future educational pathways. The study is placed in the qualitative interpretative paradigm in order to collect sound theory and data that is valid and desirable. Through the semi-structured interview method, the study thus shows that working-class students in Ida’s Valley are negatively affected by the social hierarchy of society. This flows into the institutional space of the school, where students enter the school from a lower hierarchical position. The data further shows that the school encourages educational inequalities through its disregard for an inclusive culture, which then underlies the students' future educational pathways. This has a negative impact on the educational formation of working-class students. Thus, students struggle to fight back against the dispositioned stream of education in South Africa in the midst of the positional impact of their town and school's unstable educational platform through the limited capital they own. For working-class students in Ida’s Valley, the prospect of a stable education is a cherished dream that rarely is realised.
AFRIKAANSE OPSOMMING : Hierdie studie fokus op die impak van die institusionele habitus van ’n werkersklasskool in ’n plattelandse dorp op die opvoedkundige wording van sy studente. Die geskiedenis van ’n land soos Suid-Afrika vorm ’n belangrike deel van studente se menswees en ontologie as burgers van die land, maar meer spesifiek as individue ingebed in verskeie areas en opvoedkundige gemeenskappe van belang. Alhoewel apartheid reeds meer as 20 jaar gelede beëindig is, is dit steeds relevant tot die vooruitgang van opvoeding in Suid-Afrika. Suid-Afrika is steeds vasgevang in ’n sisteem waar opvoeding binne werkersklas-instansies, soos skole, geproduseer word om middelklasbelange te dien. Die endemiese aard van opvoedkundige ongelykhede word deur ’n menigte navorsers uitgelig, maar ’n konkrete bespreking van ’n navigasieroete ter gelykmaking van die speelveld, in verhouding tot studente se naskoolse aspirasies, ontduik steeds. Die studie word dus onderskraag deur Bourdieu se trilogie – veld, habitus en kapitaal – om vas te stel hoe die institusionele habitus van ŉ werkersklasskool studente se opvoedkundige wording vorm en hervorm. Die analitiese lens word gevestig op veld en die impak wat dit op studente se posisie in die sosiale hiërargie van die samelewing het. Die lens word dan verskerp tot (institusionele) habitus en kapitaal ten einde te beklemtoon hoe die opvoedkundige platform van die skool die grondslag lê vir studente se toekomstige opvoedkundige weë. Die studie word geplaas in die kwalitatiewe interpretatiewe paradigma deur gegronde teorie en data te versamel wat geldig en wenslik is. Deur die semi-gestruktureerde onderhoudmetode toon die studie dus dat werkersklasstudente in Idasvallei se posisie in die sosiale hiërargie van die samelewing negatief beïnvloed word. Dit spoel oor tot die institusionele ruimte van die skool, waar studente die skool vanuit ’n laer hiërargiese posisie betree. Die data toon verder dat die skool dus opvoedkundige ongelykhede aanmoedig deur die miskenning van ’n inklusiewe kultuur, wat die grondslag lê vir studente se toekomstige opvoedkundige weë. Dít het ’n negatiewe impak op die opvoedkundige wording van werkersklasstudente. Studente sukkel dus om te midde van die posisionele impak van hulle dorp en die onstabiele opvoedkundige platform van die skool deur die beperkte kapitaal wat hulle besit terug te veg teen die disposisionele stroom waarlangs opvoeding in Suid-Afrika hulle dryf.
Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/105793
Masters Degrees (Education Policy Studies) 
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