An ethnographic study of the learning practices of grade 6 students in an urban township school in the Western Cape: a sociological perspective

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dc.contributor.advisorFataar, Aslam
dc.contributor.authorDu Plooy (Mocke), Lucinda Lucille
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-09-10T13:37:42Z
dc.date.accessioned2024-05-28T10:55:54Z
dc.date.available2011/03/01 13:39
dc.date.available2011/03/01
dc.date.available2013-09-10T13:37:42Z
dc.date.available2024-05-28T10:55:54Z
dc.date.issued2010
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThe study's main starting premises is that there is a disjuncture between the rich educational engagements of these students in their environmental space and how their learning practices are framed, informed and positioned in the institutional space. My study is underpinned by an interpretivist paradigm in terms of which I set out to describe and understand the meanings that the student respondents assign to their learning practices when they are involved in discursive practices of speaking, knowing, doing, reading and writing. Qualitative research instruments: field notes, participant and non-participant observations and formal and informal interviews were used in order to answer my research question and achieve the desired research aims of this thesis. The findings are presented in a narrative format after deriving at categories and themes using narrative analysis. Finally, my research shows how these students are positioned in and by their lived spaces (whether environmental or institutional) in specific ways, and they, based on their own resources, networks and interactions, and by exercising their agency, actively construct their own spaces of learning. I describe these active constructions by these students as their 'conceptual space of learning' to highlight the complex ways in which they go about to establish their learning practices in their lived spaces. The study provides an analysis of the basis upon which each of these four students go about constructing their learning practices.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/15683
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectLearningen_US
dc.subjectLearning practicesen_US
dc.subjectSocial reproductionen_US
dc.subjectTownship schoolen_US
dc.subjectConceptual spaceen_US
dc.subjectPrimary educationen_US
dc.subjectSpatial dynamicsen_US
dc.subjectFunctional-dysfunctional continuumen_US
dc.subjectMultilingualismen_US
dc.subjectStudenten_US
dc.subjectEthnographic researchen_US
dc.subjectNarrative analysisen_US
dc.titleAn ethnographic study of the learning practices of grade 6 students in an urban township school in the Western Cape: a sociological perspectiveen_US
dc.typeThesisen_US

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