https://ir.unisa.ac.za/handle/10500/6437 2026-08-11T14:29:36Z https://ir.unisa.ac.za/handle/10500/32761 Citizenship education in Western Cape Schools: experiences of Life Orientation teachers Bawa, Hajir The South African Constitution of 1996 envisions schools as agents of social change, expounding the fostering of Citizenship Education (CE) to cultivate critical and proactive citizenry. The rationale for this study is founded on an arguable lack of social cohesion and nationhood, despite thirty years of democratic governance and liberation. Questions were raised around the role of education and in particular, the function of schooling in the development of post-apartheid South Africa. In this regard, the subject Life Orientation (LO) is expected to address the issues of social cohesion and nation-building. To unravel the complex relationship between the mediation of LO teachers’ teaching, curriculum implementation and social cohesion, the following research question was formulated to inform this research: What are LO teachers’ pedagogical experiences of teaching CE at schools in the Western Cape, how do they teach CE, and why do they teach CE the way they do? A literature study revealed that several challenges impede the effective implementation of CE. These include an overly abstract curriculum, a limited understanding of democratic principles among teachers, and inadequate support systems. Furthermore, issues such as poor race relations and fractured social cohesion compound these challenges, often leaving teachers ill-equipped to address diversity, equity, and unity within their classrooms. Recognising these barriers, I embarked on a qualitative, multiple case study design to explore teachers’ LO pedagogical experiences and classroom practices. The study employed theoretical frameworks based on the research of Shulman – Pedagogical Content Knowledge (PCK) and Paulo Freire’s approach to Critical Pedagogy (CP), to interpret its data and develop meaningful findings. Among the findings, it is worthwhile to highlight, for example, generational disparities in teacher identities, a misalignment between curricular expectations and actual classroom practices, and teachers' roles as social change agents. Beyond content delivery, teachers embrace the emotional dimension of CE, fostering a safe and empathic space for their learners to engage meaningfully with democracy, ultimately contributing to their understanding of civic responsibility. While acknowledging the epistemological contribution of this research, the findings underscore the need for interdisciplinary collaboration and teacher education as essential to narrow the distance between curriculum intentions and teaching practice. The study offers recommendations for future research, curriculum reform, and policy and practice, to be considered in teacher education and training. It also advocates for greater awareness and integration of Global Citizenship Education (GCE) into the Life Orientation (LO) curriculum to better prepare learners for a socially cohesive and democratic society.; UMgaqo-siseko waseMzantsi Afrika ka-1996 ubona izikolo njengezixhobo zotshintsho kwezentlalo, egxininisa ukuxhasa uFundo Lobumi Boluntu (Citizenship Education - CE) ukuze kufuywe abemi abacingayo nabasebenzayo. Isizathu sophando olu sisiseko sokungabikho kwentsebenziswano eluntwini kunye nokungabikho kobuzwe, nangona sele kudlule iminyaka engamashumi amathathu kulawulo lwentando yesininzi kunye nenkululeko. Imibuzo yaphakanyiswa malunga nendima yemfundo, ngakumbi indima yezikolo kuphuhliso lweMzantsi Afrika emva kobandlululo. Kolu hlobo, isifundo se-Life Orientation (LO) kulindeleke ukuba siqubisane nemicelimngeni yokudityaniswa kwezentlalo kunye nokwakhiwa kwesizwe. Ukuze kuqondwe ubudlelwane obuntsonkothileyo phakathi kweendlela zootitshala be-LO, uphumezo lwekharityhulam kunye nokudityaniswa kwezentlalo, lombuzo uphando wamiselwa: Ziyintoni iimvakalelo zootitshala be-LO malunga nemfundiso ye-CE ezikolweni zaseNtshona Koloni, bafundisa njani i-CE, kwaye kutheni befundisa i-CE ngendlela abayenzayo? Uphando lwencwadi lubonise imingeni emininzi etshixela uphumezo olusebenzayo lwe-CE. Oku kubandakanya ikharityhulam engacacanga kakuhle, ukuqonda okulinganiselweyo kweemigaqo yentando yesininzi phakathi kootitshala, kunye nenkxaso engekho mahlakani. Ngaphezu koko, imiba enje ngobuhlanga obungemihle kunye nokungadityaniswa kwezentlalo ikwadala imiqobo, rhoqo ishiya ootitshala bengakulungelanga ukujongana neenkalo ngeenkwenkwezi, ukulingana, kunye nobumbano kwiiklasi zabo. Ndiqaphele le mingeni, ndaye ndaphanda ngendlela yokwenza uphando lomgangatho usebenzisa iimeko ezininzi ukuze ndiqonde iimvakalelo zootitshala be-LO kunye nokusebenza kwabo kwigumbi lokufundela. Uphando lusebenzise iindlela zethiyori ezisekelwe kuphando lukaShulman – ulwazi lwePedagogical Content Knowledge (PCK) – kunye nendlela kaPaulo Freire yeCritical Pedagogy (CP), ukuze kuchazwe idatha kunye nokuphuhlisa iziphumo ezibalulekileyo. Phakathi kweziphumo, kubalulekile ukukhankanya, umzekelo, umahluko phakathi kwezizukulwana kwizazisi zootitshala, ukungahambelani phakathi kwento elindelekileyo kwikharityhulam kunye nokwenziwa kweklasi, kunye neendima zootitshala njengabaguquli kwezentlalo. Ngaphandle kokuhanjiswa komxholo, ootitshala bamkela imvakalelo yemfundo ye-CE, benza indawo ekhuselekileyo nenovelwano yabafundi babo yokuba bangene nzulu kwintando yesininzi, ekugqibeleni baphuhlise ukuqonda kwabo malunga noxanduva lobumi boluntu. Ngelixa kusithiwa qhiwu ngengxelo yophando, iziphumo zibonisa imfuneko yentsebenziswano phakathi kweefundiswe ezahlukeneyo kunye noqeqesho lootitshala ukuze kufutshane umahluko phakathi kweenjongo zekharityhulam kunye nendlela yokufundisa. Uphononongo lubonelela ngeengcebiso zophando oluzayo, uhlaziyo lwekharityhulam, kunye nomgaqo-nkqubo, kunye neendlela zokusebenza, ukuze ziqwalaselwe kuqeqesho lwabafundisi. Luphakamisa kwakhona imfuno yokuqonda okungakumbi kunye nokudibanisa uFundo Lobumi Boluntu lweHlabathi (Global Citizenship Education - GCE) kwi-Life Orientation ukuze abafundi balungiselelwe kakuhle eluntwini oluhambelanayo nolwentando yesininzi.; Die Suid-Afrikaanse Grondwet van 1996 beskou skole as agente van sosiale verandering en verduidelik die bevordering van Burgerskaponderwys (BO) om kritiese en proaktiewe burgerskap te kweek. Die rasionaal vir hierdie studie is gebaseer op 'n argumenteerbare gebrek aan sosiale samehorigheid en nasionaliteit, ten spyte van dertig jaar van demokratiese regering en bevryding. Vrae is geopper oor die rol van onderwys en in die besonder die funksie van skoolonderrig in die ontwikkeling van post-apartheid Suid-Afrika. In hierdie verband word verwag dat die vak Lewensoriëntering (LO) die kwessies van sosiale samehorigheid en nasiebou sal aanspreek. Om die komplekse verhouding tussen die bemiddeling van LO-onderwysers se onderrig, kurrikulumimplementering en sosiale samehorigheid te ontrafel, is die volgende navorsingsvraag geformuleer om hierdie navorsing te inlig: Wat is LO-onderwysers se pedagogiese ervarings van die onderrig van BO by skole in die Wes-Kaap, hoe onderrig hulle BO, en waarom onderrig hulle BO soos hulle doen? 'n Literatuurstudie het aan die lig gebring dat verskeie uitdagings die effektiewe implementering van BO belemmer. Dit sluit in 'n oordrewe abstrakte kurrikulum, 'n beperkte begrip van demokratiese beginsels onder onderwysers, en onvoldoende ondersteuningstelsels. Verder vererger kwessies soos swak rasseverhoudinge en gebroke sosiale samehorigheid hierdie uitdagings, wat onderwysers dikwels swak toegerus laat om diversiteit, billikheid en eenheid in hul klaskamers aan te spreek. Met die erkenning van hierdie hindernisse het ek 'n kwalitatiewe, veelvuldige gevallestudie-ontwerp aangepak om onderwysers se LO-pedagogiese ervarings en klaskamerpraktyke te ondersoek. Die studie het teoretiese raamwerke gebaseer op die navorsing van Shulman – Pedagogiese Inhoudskennis (PKI) en Paulo Freire se benadering tot Kritiese Pedagogie (KP) gebruik om die data daarvan te interpreteer en betekenisvolle bevindinge te ontwikkel. Onder die bevindinge is dit die moeite werd om byvoorbeeld generasie-verskille in onderwyseridentiteite, 'n wanbelyning tussen kurrikulêre verwagtinge en werklike klaskamerpraktyke, en onderwysers se rolle as agente van sosiale verandering uit te lig. Benewens inhoudlewering, omarm onderwysers die emosionele dimensie van KO, en bevorder 'n veilige en empatiese ruimte vir hul leerders om betekenisvol met demokrasie om te gaan, wat uiteindelik bydra tot hul begrip van burgerlike verantwoordelikheid. Terwyl die epistemologiese bydrae van hierdie navorsing erken word, beklemtoon die bevindinge die behoefte aan interdissiplinêre samewerking en onderwysersopleiding as noodsaaklik om die afstand tussen kurrikulumvoornemens en onderwyspraktyk te vernou. Die studie bied aanbevelings vir toekomstige navorsing, kurrikulumhervorming, en beleid en praktyk wat in onderwysersopleiding en -onderrig oorweeg moet word. Dit pleit ook vir groter bewustheid en integrasie van Globale Burgerskapsonderwys (GCE) in die Lewensoriëntering (LO) kurrikulum om leerders beter voor te berei vir 'n sosiaal samehangende en demokratiese samelewing. Text in English with abstract in isiXhosa and Afrikaans 2025-03-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32713 A critical perspective on the role of democratic and transformative principles in primary education schooling in Gauteng Moleko, Matsoauoa This research investigates the implementation of democratic and transformative education in South African primary schools, analysing the tension between ideals and realities. Framed by critical theory and Indigenous Knowledge Systems, it employs discourse and conversation analysis on interview and observational data from fourteen Gauteng teachers. The findings reveal that teachers possess a sophisticated, learner-centred understanding of democratic education, emphasizing voice, participation, and critical thinking. However, a significant gap exists due to systemic barriers: rigid Curriculum and Assessment Policy Statement pressures, standardized testing, administrative overload, resource limitations, and large classes. The study concludes that realizing democratic education requires a multi-level approach: policy reform for curricular flexibility, sustained teacher development, equitable resource redistribution, and supportive leadership. It advances Global South scholarship by analysing teacher agency within constraints and by offering evidence-based strategies to bridge the divide between theory and resource-limited practice. 2026-01-12T00:00:00Z https://ir.unisa.ac.za/handle/10500/32582 Barriers to learning at a technical vocational education and training college in Limpopo : a case of a national certificate vocational Letsoalo, Tjatji Victor This study investigated learning barriers at a technical and vocational education and training (TVET) college in Limpopo Province. Students are experiencing different learning barriers that contribute to the high failure rates. Several research studies on barriers to learning have been conducted at the school level. The aim and four objectives guided the study. Four research questions were answered. A qualitative research design, a case study and an interpretivism paradigm were used. Purposive sampling was used to select research participants. Bronfenbrenner’s ecological systems and Schlosberg's transition theories were used to undergird the study. Two data collection tools were used to collect data. Data were analysed using thematic analysis. Five themes emerged from the data. Different challenges experienced by the students and solutions to mitigate the learning barriers are discussed. The following are some of the findings of the study: There are challenges relating to the TVET college education system, which are a result of the former apartheid regime and its policies. TVET college lecturers are not trained to teach students without a Grade 12 certificate and students with disabilities. This study cannot be used to generalise the challenges of learning barriers in all the TVET colleges in South Africa, because it is case-specific. The study contributes to the discourse on TVET student support and inclusivity in teaching and learning. Therefore, a larger research study should be conducted in all the TVET colleges in South Africa that investigates the learning barriers of students.; Nyakišišo ye e nyakišišitše mapheko a go ithuta kholetšheng ya TVET ka Limpopo. Baithuti ba itemogela mapheko a go fapana a go ithuta, ao a tlaleletšago go ditekanyo tše di phagamego tša go palelwa. Dinyakišišo tše mmalwa ka ga mapheko a go ithuta di dirilwe maemong a sekolo. Maikemišetšo le maikemišetšo a mane di ile tša hlahla thuto. Go ile gwa arabja dipotšišo tše nne tša nyakišišo. Go šomišitšwe tlhamo ya nyakišišo ya boleng, nyakišišo ya mohlala le mohlala wa tlhathollo. Go šomišitšwe go tšea mehlala ka nepo go kgetha batšwasehlabelo ba nyakišišo. Ditshepedišo tša tswalano ya diphedi le tikologo ya tšona tša Bronfenbrenner’s le dithuto tša phetogo tša Schlosberg di ile tša dirišwa go thekga nyakišišo ye. Didirišwa tše pedi tša go kgoboketša datha di ile tša šomišwa go kgoboketša datha. Data e ile ya sekaseka ka go šomiša tshekatsheko ya sererwa. Dihlogo tše hlano di tšweletše go tšwa go datha. Go ahlaahlwa ditlhohlo tše di fapanego tšeo baithuti ba itemogetšego tšona le ditharollo tša go fokotša mapheko a go ithuta. Tše di latelago ke tše dingwe tša dikhwetšo tša nyakišišo ye: Go na le ditlhohlo tšeo di amanago le tshepedišo ya thuto ya kholetšheng ya TVET, tšeo e lego ditlamorago tša mmušo wa peleng wa kgethollo le melawana ya wona. Bafahloši ba kholetšheng ya TVET ga se ba tlwaetšwa go ruta baithuti bao ba se nago Mphato wa 12 le baithuti bao ba golofetšego. Thuto ye e ka se šomišwe go akaretša ditlhohlo tša mapheko a go ithuta ka dikholetšheng ka moka tša TVET ka Afrika Borwa, ka gobane e lebane le melato ye e itšego. Thuto e tsenya letsogo dipoledišanong mabapi le thekgo ya baithuti ba TVET le go akaretša bohle go ruteng le go ithuta. Ka fao, nyakišišo ye kgolo ya nyakišišo e swanetše go dirwa ka dikholetšheng ka moka tša TVET ka Afrika Borwa yeo e nyakišišago mapheko a go ithuta a baithuti. Abstracts in English and Northern Sotho 2025-08-13T00:00:00Z https://ir.unisa.ac.za/handle/10500/32579 Exploring the effects of unacceptable learner behaviour on academic performance in selected Soshanguve High Schools Khoza, Matlhogonolo Hellen The study aimed to explore the effects of unacceptable learner behavior on academic performance in selected Soshanguve high schools. The researcher has observed declining matric results, high levels of dropouts, substance abuse, and a high pregnancy rate among learners in Soshanguve High Schools. The study employed three theoretical frameworks that underpinned the study: Elger’s (2007) Academic Performance Theory (ATP). The theory is based on six dimensions: context, level of knowledge, levels of skills, level of identity, personal factors, and fixed factors. They are used to explain both learner performance and improvements in performance. The second theoretical framework used was Bronfenbrenner's ecological systems theory, which focuses on the child's development within the context of their environment. Lastly, the study employed Indigenous learning theories to enable the researcher to unpack learners' behavior and academic performance from an African perspective, focusing on idioms and proverbs that guide learner behavior. The study used a constructive paradigm, a qualitative method, and a case study design. Furthermore, purposive sampling was used to select participants who met the research criteria. The study’s total population consisted of 26 individuals. Two principals, one from each school, two Heads of Departments (HODs), one from each school and 16 representatives from Grade 12 classes, males and females, eight from each school, two School governing body (SGB) members, one (1) from each school, two Life Orientation teachers, one from each school, as well as two Grade 12 class teachers, one from each school fit the criteria of participants who provided the desired information. Data were collected using semi-structured interviews, self-administered qualitative open-ended questionnaires, participatory observations, and document analysis. The researcher adhered to ethical considerations regarding obtaining permission for research, issues of informed consent, voluntary participation, and confidentiality. The findings revealed that alcohol and substance abuse were mentioned as the major issues that affect learners’ behavior and academic performance in Soshanguve High Schools. Secondly, the study findings confirm that the parents' socio-economic status affects learners' academic performance in the Selected high schools of Soshanguve. Thirdly, the findings revealed that English is used as a medium of instruction while all the participants speak their indigenous language and English as their second language. By its nature, English as a medium of instruction creates a learning barrier. Learning becomes challenging for learners who lack proficiency in the English language. The study develops essential cultural and social knowledge to understand environmental factors influencing learners' behaviors and academic performance in Soshanguve High Schools. The study integrates Western and indigenous methods to show how learners face challenges that need assessment through complete theoretical frameworks. The study adds crucial insights to educational research on underserved areas by providing suggestions for behavioral learning issues, language communication issues, and economic difficulties to support academic progress. The research findings demonstrate how to implement cultural practices that match learner experiences to enhance their daily educational experiences. The study shows how learners' behavior influences academic performance by presenting valuable solutions for classroom education and governmental and community-based educational programs. 2024-11-18T00:00:00Z