Electronic Theses and Dissertations (PhDs)

Permanent URI for this collectionhttps://hdl.handle.net/10539/37988

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A social realist perspective of academic advising in a South African higher education context: A study of practices and practitioners
(University of the Witwatersrand, Johannesburg, 2023-08) De Klerk, Danie; Dison, Laura
The South African higher education sector has numerous challenges to contend with. Students' prospects of success are often vulnerable to uneven secondary schooling, structural and material constraints, massification of the sector, and a range of other factors. In this thesis, I argue that academic advising has the potential to help find responsive and sustainable solutions to address these challenges. Academic advising is well established in the global north. In contrast, it remains an emerging field of practice in South Africa, with a dearth of literature about how advising is developed and practiced within the country’s unique higher education context. This thesis aims to contribute to the limited knowledge base about advising as a practice and the work of academic advisors as practitioners in South Africa. The study provides a social realist perspective of the emergence of advising within a South African higher education context. It draws on Margaret Archer’s work on structure, culture, and agency, the morphogenetic approach, and the notion of stratified layers of social reality to analyse data, make inferences, and draw conclusions. This is a qualitative study that adopts a mixed methods approach. The research paradigm is phenomenological, while phenomenographic principles are used selectively to advance the objectives of the study. The data that informs the study consists of a quantitative baseline dataset and qualitative data collected through semi-structured interviews with 15 academic advisors working at the University of the Witwatersrand. As this is a PhD by publication, the thesis consists of four interconnected papers (i.e., chapters), bookended by introduction and conclusion chapters. The first paper provides insights about advising as gleaned from the baseline data, while the second draws on the same data to highlight the impact of students’ structural and material constraints on the work of academic advisors. Papers three and four use interview data to glean academic advisor insights about advising prior to and during the COVID-19 pandemic, respectively. The thesis concludes by highlighting the transformative potential of academic advising for South African higher education yet cautions that a major shift in the way advising is perceived and practiced is required for its potential to be realised.
Adolescents’ identity development through literature: A study of pedagogy and canon in the Grade 11 English FAL poetry classroom
(University of the Witwatersrand, Johannesburg, 2023-10) Mavhiza, Grace; Nkealah, Naomi
The aim of this study was to analyse the effect of pedagogy and canon on adolescents’ identity development in the Grade 11 English First Additional Language (FAL) poetry classroom. Despite the well-documented benefits of poetry (Femer, 2003; Pushpa & Savaedi, 2014; Antika, 2017), this study identified the problem that poetry is not realising its potential as a subject in the schools in relation to the identity development of adolescents. The school is a place where adolescents spend much of their time and there are many factors which shape adolescents’ identities within the school context. This qualitative study focused on pedagogy and canon among these many factors. The study was designed as a dual case study and set up within the interpretivism paradigm which allowed different interpretations of the data about the effect of pedagogy and canon on adolescents’ development. The complexity of the study meant a dual focused theoretical framework. Thus, the study used a combination of the theories of identity development by Erik Erikson (1963; 1968) and critical pedagogy by Paulo Freire (1970). Purposive sampling was used to identify the cases for this study. The two schools selected happen to be within Ekurhuleni District. In one school the teacher applied traditional pedagogy while in the other school the teacher employed the modern pedagogy which included multimodality, multiliteracies and new literacies. Qualitative data was collected using three tools, namely, participant observation, questionnaire, and reflective journals. Descriptive and thematic analyses of data were conducted, and the results show that there are limitations and affordances of both the traditional and modern pedagogies. In relation to the impact of the poetry pedagogy and canon on adolescents’ identity development in the Grade 11 English FAL poetry classroom, key findings reveal that traditional pedagogy takes away adolescents’ opportunities to explore their personal identities. In addition, the modern pedagogy is preferable among the Grade 11 English FAL poetry adolescents who participated in this study. The study concluded that the current Grade 11 English FAL poetry canon is alienated from the lives of adolescents who participated in this research. Learners yearn for new poetry which speaks to their daily experiences.
An exploration of Business Studies Teachers' integration of Information and Communication Technologies to equip Grade 12 learners with critical business skills
(University of the Witwatersrand, Johannesburg, 2024) Gcabanshe, Nduduzo Brian; Ndlovu, Nokulunga Sithabile
Business studies is a subject that in South African schools to equip learners with skills that would enable them to operate effectively in contemporary business environment, either as employers or employees. However,there is a general concern that learners who are produced by these schools do not possess skills that are relevant to current business environments. This is partly due to the impact of technological developments that continue to cause a shift in skills needed by businesses. Therefore, there is a need for an exploration on how best business studies teachers integrate ICTs in their classrooms to equip learners with skills that are required by the contemporary business environment. This study explored ICT integration by business studies teachers to equip Grade 12 learners with critical business skills that are required by the contemporary business environment. Social Constructivism Theory and Functional Context Theory were adopted as the theoretical lenses of this study. Social Constructivists emphasize the need for interaction, collaboration, active learning, and autonomous learning in the learning context for meaningful learning to occur. Functional Context Theory, on the other hand, advocates for a learning environment that reflects the world for which learners are being prepared for. The proponents of this theory advise teachers to integrate resources that learners would use upon joining the real world of work. This is a qualitative study underpinned by the interpretive research paradigm. A multi case study research design was deemed suitable for this particular study. Face-to- face individual interviews and classroom observations were adopted to collect data. Six Business Studies teachers who use ICTs to teach were selected from six secondary schools located in Kwa-Zulu Natal province of South Africa were iv purposively sampled. Data that was collected were analyzed using hybrid thematic analysis. Findings of the study were that: i. teachers see value in ICT integration in their business studies pedagogical practices. teachers see ICTs as tools that assist in exposing learners to authentic learning activities that help them to acquire critical business skills needed by the contemporary business environment. business studies teachers adopted various learner-centred teaching methods to create learning environments that promote the acquisition of critical business skills. iv. most teachers integrated different ICTs to nurture learners’ critical business skills. teachers mainly relied on their personal teaching experiences and their generic technological skills. Based on the findings of this study, Technology Integration Model for Business Studies teachers was developed. The developed framework can play a role in helping business studies teachers integrate ICTs in a systematic way that would lead to learners’ acquisition of critical business skills. Based on the key findings highlighted above, the study recommends that the Department of Basic Education (DBE) should develop coherent professional development programmes to expose all business studies teachers to novel pedagogies, learning activities and ICTs that can be used to nurture learners’ critical v business skills. This will help to reduce teachers’ over reliance on their teaching experiences and what they think is suitable for learners to acquire critical business skills, which sometimes can be inconsistent with the objectives of the business studies curriculum.
Children Moving Across Borders: Equitable Access to Education for Undocumented Migrants in South Africa
(University of the Witwatersrand, Johannesburg, 2023-09) Blessed-Sayah, Sarah Enaan-Maseph; Griffiths, Dominic
South Africa is experiencing an increase in intra-regional migration, and the management of migration in the country is increasingly becoming highly securitised. Individuals who move intra-regionally across borders include children –accompanied by parents or caretakers, unaccompanied, and those seeking refuge because of untenable and oppressive circumstances in their home country. Also, individuals who move to South Africa without legal documentation often give birth to children within the State, who are then undocumented. Without documentation, these children cannot access education, which means that achieving their educational right becomes impossible. This happens partly because of legal contradictions that exist in immigration and education policy frameworks. For instance, the Bill of Rights, as contained in Section 29(1)(a) of the Constitution of South Africa (The Constitution of the Republic of South Africa No. 108, 1996), states that everyone has the right to basic education, and further states in subsection 2 that the State (being South Africa) is obligated to respect this right. Additionally, the South African Schools Act 84 of 1996 (Republic of South Africa, 1996) states that public schools are obliged to admit children without any form of discrimination on any grounds. However, the Immigration Act No 13 of 2002 states that no ‘illegal foreigner’ should be allowed on the premises of any learning institution (Republic of South Africa The Presidency, 2002). Thus, the question remains whether undocumented migrant children are included in the ‘all’ or ‘every’ because of existing legal contradictions between the Constitution and the Immigration Policy. Furthermore, the need to consider how the educational right of undocumented migrant children is upheld comes from the evident nationalist view on migration in South Africa, which is projected through government, and in local communities. Although some studies have evaluated the extent to which this right is protected or ensured, and others have considered the barriers to exercising the right to education in South Africa, only a few specifically focus on the right of undocumented migrant children to equitable education, and strategies to ensure its fulfilment. Thus, an explanation of equitable access to education in South Africa entails developing an approach for understanding undocumented migrant children’s educational experience, because this approach would provide a platform to achieve workable ways to ensure the fulfilment of their right to basic education. This research explores the difficulties undocumented migrant children experience in relation to education. Given this, an explanation regarding access to education for undocumented migrant children, from an equity viewpoint in South Africa, is developed. Thus, this study had three major aims. Firstly, to develop an understanding of equity in relation to access to education. Secondly, to investigate the impact (problems) of migration on undocumented migrant children in relation to equitable access to education in South Africa. Thirdly, to develop strategies that can ensure that these undocumented migrant children have their right to basic education protected in South Africa. Using the capability approach combined with Unterhalter’s (2009) description of equity as a three-fold concept as the study’s conceptual framework, I argue that ensuring equitable access to education for undocumented migrant children in South Africa requires an integrated approach, which goes beyond top-down strategies and highlights the role of agency. Each finding under the study’s objectives serves as evidence that support my overall argument for an integrated approach. A qualitative research design, from an interpretivist phenomenological lens provided me with the opportunity to carefully interact and bring forward the contextualised lived experiences of undocumented migrant children. This brought about an in-depth description of equitable access to education for them. The study was conducted with an NGO working with undocumented migrant children in the eastern region of the Johannesburg area in the Gauteng province of South Africa. The criterion used for selecting participants was based on the fact that the Project staff members, children who attend the Project, and their parents understand the social environment in which the children reside. They were able to give detailed and in-depth explanations on the impact of migration on their access to education, in an equitable manner. Gauteng Department of Education (GDE) officials who deal with undocumented migrant children, and South African Human Rights Commission (SAHRC) staff who deal with education also understand the impact of migration on these children’s chance to equitably access education and were included in the study. A total of 45 participants who were conveniently selected, based on the inclusion criteria, made up the sample size. Nineteen undocumented migrant children (n=19), eleven parents of undocumented migrant children (n=11), and fifteen professionals participated in this study (n=15). I served as the primary tool for data collection while employing different qualitative methods, including individual semi-structured interviews and focus group discussions. The method of data analysis I used for this study included an inductive and deductive approach using the NVivo QSR 12 software. From this method of data analysis, I identified three key themes relating to the specific objectives of the study. Objective 1: I found that undocumented migrant children, their parents, and professionals who deal with this group of children perceive equity to mean ‘the opportunity to thrive’ and ‘fairness’. In addition, under the first objective, it was found that equitable access to education is closely linked to being able to attend schools. While the undocumented migrant children described this in terms of the right to attend school and learn educational skills, the parent and professional participants explained it as a fundamental human right which should not be constrained by one’s legal status in South Africa. Along this line, it was also revealed that equitable access to education is important for various reasons including access to other services; capabilities, functioning, and the platform to achieve other human rights; and the avoidance of social ills. In all, equitable access to education strongly supports the human dignity of undocumented migrant children. Objective 2: Under objective two, I found that the impact of migration to South Africa, as it concerns equitable access to education for undocumented migrant children, was negative. Various problems faced by these children were identified. Firstly, the overarching problem was the lack of documentation which affects the opportunity for undocumented migrant children to equitably access school. This lack of documentation includes the non-issuance of proper birth certificates and so, the non-registration of the births of these children; and the fear of going to renew or apply for permits at the South African Department of Home Affairs (DHA) because of fear of police arrest. Secondly, the problem of continued discrimination, and xenophobic attacks and attitudes was also experienced by undocumented migrant children and their parents. These attacks affected their chance to access education. Thirdly, the lack of access to basic services presented itself as a difficulty which affects the opportunity to access schools, in an equitable way. Fourth, policy gaps, including ambiguities and non-implementation of recent court judgments, also served as problems which affect access to education for these children. Lastly, Covid-19 and the effects of the pandemic further compounded already existing difficulties undocumented migrant children face concerning their equitable access to education. Objective 3: The study revealed that strategies to address the problems experienced by undocumented migrant children include government-level, community-level, and individual-level strategies, and a combined, planned approach (integrated approach). Under government-level strategies, it was found that undocumented migrant children need to be issued birth certificates with identification or registration numbers and so, be appropriately registered at birth. Existing policies about education and immigration also need to be revised, and recent court judgments like the Phakamisa Judgment must be implemented. Also, stakeholders must be trained to ensure the proper implementation, monitoring, and evaluation of policies and recent judgments on equitable access to education for undocumented migrant children. As part of community-level strategies more assistance from NGOs, who bridge educational gaps for undocumented migrant children, would be useful in ensuring undocumented migrant children get educated. Individually, promoting social cohesion between migrants and non-migrants was highlighted. Also, parents of the identified children were encouraged to acquire documentation for their children. However, these different levels, on their own, are not sufficient to ensure equitable access to education. Thus, this study advocates an integrated approach to addressing the problems experienced by undocumented migrant children and their parents, regarding their children’s equitable access to education. Supporting this, the professionals interviewed recommend that all levels of society need to work together, in an organised way, to achieve access to education for the identified group of children. Also, the role of the agency and a bottom-up approach to ensuring access to education in an equitable way were highlighted through the integrated approach. Based on the findings, I argue that the various strategies identified require an integrated approach (for thinking and doing), which includes recognising the agency (individually and collectively) of undocumented migrant children. This approach draws on both top-down and bottom-up approaches with the significant roles of policy implementation, monitoring, and evaluation as well as agency (in both individual and collective forms) highlighted. Important is that this integrated approach (for thinking and doing) will be based on a thorough knowledge of the context. The findings thus serve as supporting empirical evidence for the overall thesis which is that to ensure equitable access to education is achieved, equity must be explained in detail, as a multi-faceted notion, and combined with the capability approach, which allows us to identify and interrogate specific structural limitations.
Conceptualisation of Inclusive Education: Impact on primary school principals and Foundation Phase teachers
(University of the Witwatersrand, Johannesburg, 2023-09) Dewa, Nokuthula Ntombiyelizwe; Bekker, Tanya
This study investigated how the conceptualisations of Inclusive Education (IE) by primary school principals and Foundation Phase teachers impact teaching practices. The study places a high value on participants' IE conceptualisations because they have an impact on teachers' actions in their classrooms, which can either support or limit teachers' inclusive practices in granting epistemic access to learning to all learners. The study addressed the question of how primary school principals and Foundation Phase teachers conceptualise IE and considered the implications of these conceptualisations on their practice. Conceptualisations inform pedagogical practice, and I argue that a pedagogical shift that takes accountability for providing learning opportunities for all learners regardless of difference is necessary. A qualitative transformational research method was used to collect data, and thirteen Foundation Phase (FP) teachers and three school principals were conveniently and purposefully chosen from three Government primary schools, in Johannesburg South. Individual semi-structured interviews and focus group interviews were used to collect data, which was then thematically analysed using both inductive and deductive methods. With some extensions and adjustments, two theoretical frameworks were used for this study: the Inclusive Pedagogical Approach (IPA) and Bronfenbrenner's Ecological Systems Theory. Although Black-Hawkins (2017) argues for three required inclusive pedagogical shifts for teachers to teach inclusively, this study’s findings reveal that teachers in South Africa are currently at three different levels of development toward the required pedagogical shift, which is why IE implementation is hampered despite the numerous IE issues raised by previous studies. According to the findings of this study, there are teachers who have little to no pedagogical shift toward inclusive practices, teachers who have an emerging shift, and teachers who have an established shift. These stages of the pedagogical shift are supported by various conceptualisations that influence teachers' actions, leading to a variety of teaching strategies, some of which do not involve all learners in teaching and learning. The study recommended that the actual stage of shift be considered to support continued progress toward inclusive practice. Teachers who have made little or no pedagogical shift toward inclusivity should be made aware of IE policies and practices, while those who have made an emerging pedagogical shift should be encouraged and assisted in including everyone in their teaching and learning, and those who have made an established pedagogical shift should be developed further in maintaining and improving inclusive practices.
Dental occupations in transition: Boundary contestation and curricula for Oral hygienists in South Africa
(University of the Witwatersrand, Johannesburg, 2023-09) Vergotine, Glynnis; Allais, Stephanie; Shalem, Yael
This study sought to understand how changes to the scope and autonomy of the oral hygiene occupation in South Africa have influenced relations among dental occupations. Over the past two decades, legislative advances in South Africa have sanctioned new possibilities for mid-level dental occupations such as oral hygienists, allowing them greater independence and additional procedures. The division of labour within the dental profession is that oral hygienists and dental therapists supplement the work that dentists do by offering some of the basic dental services. The changes to oral hygienists’ scope and independence have initiated boundary contestations around the work and training of dental professionals. The qualitative study involved analysing relevant regulatory documents and included semi-structured interviews with representatives of professional bodies and regulatory bodies as well as practitioners and lecturers representing the three dental occupations, and curriculum analyses. A key empirical finding is that the regulatory changes have not been implemented and this is so not only because of contestations by dentists. The study highlights boundary contestations between dentists and oral hygienists. These contestations are about specific procedures in the expanded scope of practice and the opportunity for hygienists to practice independently. The study found that boundaries have been established from outside of the oral hygiene occupation by dentists, to control their work and training. Dentists’ power is exhibited in the labour market and the education and training arena and provides justifications for why the official legislative changes in scope are not being implemented. Despite this, hygienists also place boundaries on themselves, so within the occupation, there are various ways in which hygienists limit their advancement. The hygienists are hesitant to perform certain procedures and have not opened independent practices. This suggests that pressure to narrow the scope and autonomy may not only come from outside of occupations but also from the inside of an occupation. The thesis shows a web of power relations between occupations and provides insights into a dominant occupation controlling the jurisdiction of subordinate occupations; but more unusually, it reveals the dynamics within the mid-level occupation that stifle its advancement.
Education Officials’ Leadership and Management Practices that Create a Conducive Environment for Rehabilitation of Learners in a Juvenile Correctional Centre in South Africa
(University of the Witwatersrand, Johannesburg, 2024) Maposa, Aretha Mwana; Motilal, Geeta
Despite South Africa's policy commitments to educational rehabilitation in juvenile correctional institutions, persistent high recidivism rates reveal a disconnection between policy intentions and practical outcomes. This study addresses this challenge through a critical examination of leadership and management practices in a South African juvenile correctional secure care setting. Introducing the innovative JUmbrella Framework for Educators (JUFE), rooted in restorative justice principles, this research offers a culturally responsive model designed specifically for the unique context of South African Juvenile Correctional Institutions. Employing Constructivist Grounded Theory, the study reveals the intricate landscape of educational leadership, shedding light on current practices, their impact on juvenile offender rehabilitation, and the perspectives of education officials. Chapters 7 and 8 delve deeper into factors influencing these practices, their impact on rehabilitation, and the perspectives of education officials. The research underscores a transformative shift towards recognising the pivotal role of education in rehabilitation. However, it identifies distinct challenges and research gaps, particularly in leadership and management within this context. This study advocates for localised leadership practices tailored to address South Africa's specific challenges and culturally informed interventions that acknowledge the unique struggles faced by juvenile offenders. Additionally, it calls for initiatives promoting self- sufficiency among offenders, emphasising the importance of effective leadership and management strategies. Additionally, the study critically examines leadership and management practices, offering insights into issues of equity and epistemic justice. The findings contribute to a more comprehensive understanding of the challenges and opportunities for creating an inclusive and just educational environment within juvenile corrections. The study serves as a catalyst for transformative change in juvenile correctional education. The insights and recommendations, including the novel JUFE framework, provide valuable tools for academia and practice, aiming to shift the focus from punitive measures to transformative academic success and the successful reintegration of young offenders into society with hope and purpose.
Effectiveness of blended teaching on learning engagement and academic achievement in Organic Chemistry: A case study of South Africa Grade 12 Learners
(University of the Witwatersrand, Johannesburg, 2024) Chakawodza, Josphine Munyaradzi; Kizito, Rita N.; Nakedi, Mpunki
Globally, the use of blended teaching has increased tremendously, particularly at university level. However, there is a dearth of research on the use of blended teaching at high school level and in a developing nation, as well as on the efficacy of blended teaching at high schools, particularly those that are least advantaged. These under-resourced schools where traditional face-to-face teaching is prevalent, cater for the largest learner cohort in South Africa. This study focused on Organic Chemistry, a Physical Sciences topic which most South African learners generally find difficult resulting in poor academic achievement. All this requires that innovative teaching methods be employed. When designed effectively, blended teaching comes with several benefits, such as catering for learner diversity, self-directedness, and flexibility, thereby increasing learning gains (Armellini & Rodriguez, 2021, Halverson & Graham, 2019). The main aim of this study was to determine the effectiveness of blended teaching in developing learning engagement and academic achievement in Organic Chemistry in Grade 12 learners at one of the least advantaged High schools of South Africa. A mixed method approach in the form of sequential explanatory design was utilised. Two existing groups (resembling quasi experimental design in which the subgroup sample assignment depicted elements of random sampling), one experimental (n=100), and another control (n=100), comprising Grade 12 Physical Sciences learners from one school participated in this study. Quantitative data collected through surveys and Organic Chemistry test were analysed using descriptive and inferential statistics as well as moderated regression analysis while qualitative data (interview data from six boys, six girls, and two teachers) were analysed using thematic, content, and comparative analyses. This showed that blended teaching was significantly more effective in developing learning engagement and improving academic achievement in Organic Chemistry. It was concluded that the ‘blend’ used in this study was effective for the broader South African high school context. Additionally, two out of three learning engagement sub-constructs had significant moderating effects on the relationship between blended (or traditional face-to-face) teaching and academic achievement while the third one did not.
Exploring a culture of reading: A case study in an under-resourced South African primary school
(University of the Witwatersrand, Johannesburg, 2023-09) Biesman-Simons, Claire; Dixon, Kerryn
South Africa faces an undeniable literacy crisis. Since 2000, there have been increasing calls for the creation of a culture of reading to address this crisis. This has been on the part of the South African government, academia and civil society. However, this has occurred without clear consensus on the term’s meaning and with little explanation of how a poorly-defined concept with its origins in the Global North would achieve this outcome. How this term has achieved such national prominence and the ways it affects school practices motivated this research. The first phase of the study investigated how the term “culture of reading” functions in national government education discourse, and its impact on the country’s reading landscape. This was followed by an ethnographic-style case study exploring the factors that shaped a culture of reading at a no-fee primary school, situated on the Cape Flats in Cape Town. Drawing on a review of more than 400 South African, African and global texts that reference “culture of reading”, this study provides a definition of a culture of reading that is appropriate for the African context, and central to the analysis of this study. To investigate how the term “culture of reading” functions in government discourse, I performed a textual analysis of a corpus of 58 publicly available texts produced by the South African government from 2000 to 2019. The analysis reveals an uncritical faith in a culture of reading as fundamental to improved reading levels despite there being no clarity on the term’s meaning or evidence of tangible outcomes in learners’ reading achievement. Bourdieu’s notion of doxa is drawn on to demonstrate how the government’s consistent return to an ill-defined Global Northern ideal is indicative of a misunderstanding of what reading is and can achieve, and of a need to further grapple with the complexities of South Africa’s reading landscape. Approaching reading from a socio-cultural perspective, the ethnographic-style case study investigates how habitus, capital and field (Bourdieu, 1990b) interact to shape school reading practices, and how the resulting culture of reading is reflected in one school’s reading practices. The case study shows the contextual realities and conditions in the field that affect the promotion of a culture of reading. Data was generated from interviews with 51 participants, classroom and schoolwide observations, photo elicitation, and document reviews which were subjected to a thematic analysis. Findings indicate that despite the evident value that staff and most learners attribute to reading and their positive dispositions towards reading (i.e. their habitus), the school’s culture of reading is undermined by external and internal forces. This is most notably with regard to inappropriate curriculum demands, a multilingual learner body restricted to learning in English, the impact of a community fraught with violence, as well as a dysfunctional culture of teaching and learning that has resulted in a divided staff body and poor discipline. Bourdieu’s attention to how no field exists in isolation is demonstrated by educators’ battles to promote reading in an education field that does not account sufficiently for social, cultural and economic contextual realities. Data generated in the Grade 5 classroom evidenced that agentive educators, equipped with the necessary cultural capital, can construct a sub-field that supports a culture of reading in spite of these constraints. However, this is precarious, and findings from the Grade 1 classroom demonstrated how overlapping fields and a dysfunctional culture of teaching and learning constrained an experienced educator, impacting on her wellbeing. The study highlights that there are many ways in which schools and educators can navigate and overcome institutional constraints that threaten South African learners’ reading development. The research highlights the need for closer alignment between government’s expectations of schools and their contextual realities, with educators’ professional and emotional wellbeing needing to be prioritised. Recommendations for research include further investigation into learners’ home and community language and literacy practices and how these practices can be built on at school.
Exploring ethical leadership in the context of the “new dawn/thuma mina” in a TVET college in Kwazulu-natal
(University of the Witwatersrand, Johannesburg, 2024) Ngubane, Phetheni Primrose; Mthembu, P.; Mthiyane, S. E.
This study which employed a qualitative and interpretivist approaches, sought to explore the conceptualisations and enactment of ethical leadership by campus managers and lecturers in a TVET college in the context of the “New Dawn/Thuma Mina” in KwaZulu- Natal. A case study was conducted with five campus managers and fifteen lecturers who were conveniently sampled. The study was underpinned by the following theories: Shapiro and Stefkovich`s Multiple Ethical Paradigm; Khoza’s Attuned Leadership (African Humanism or Ubuntu); Lerner and Tetlock`s Accountability Theory and Buijze`s Transparency theory. Semi-structured interviews were employed to generate data and document reviews were used to triangulate the data generated from interviews which was all thematically analysed. The findings revealed that campus managers and lecturers had a clear understating of ethics and ethical leadership to include care, empathy, honesty, integrity, and exemplary conduct, however, these were not adequately enacted on campuses. Findings also revealed that unethical practices were still very high despite policies afforded to the staff. Absenteeism and abuse of the sick leave system; sex-for- marks and corruption were amongst malpractices identified as unethical that hindered ethical leadership practices at the researched campuses. While participants understood the need to adopt ethical behaviour by following certain policies such as the SACE Code of Professional Ethics and Code of Conduct, this was not easy to implement. A code of ethics, ethics training and workshops on the Code of Conduct and SACE were recommended as strategies to enforce the ethical behaviour of all staff in the researched college. This study further recommends the rigorous training and induction of all students on Policy Frameworks on Gender-Based Violence in the TVET college. It further recommends implementing consequence management using relevant policies to enforce ethical practices and discipline in the college. Finally, the HR department should speed up the disciplinary processes and close all possible loopholes when cases are opened against staff members.
Exploring Grade 10 physical science teachers’ pedagogical approaches to the Electricity topic in selected Vryheid rural schools, KwaZulu-Natal Province
(University of the Witwatersrand, Johannesburg, 2023-10) Zulu, Sphamandla Innocent; Nkambule, Thabisile
In a context often characterised by lack of resources, with its peoples’ agencies often ignored, how do teachers teach difficult yet practical science topics in rural classrooms? This question was asked in a context where teaching is described as a complex task. Without overlooking teachers‘ individual agency, teaching science in rural schools is an arduous undertaking. Science teachers require sufficient and appropriate content knowledge and pedagogical knowledge for enhanced science teaching and learning experiences. Understanding teachers‘ pedagogical knowledge was the interest of this study. Therefore, the purpose of this study was to explore teachers‘ pedagogical approaches during the Electricity lessons in Grade 10 rural classrooms and examine teachers‘ pedagogical reasoning for the observed teaching approaches. The paucity of physical science education research in rural schools has not been able to offer an account of teachers‘ pedagogical approaches and what influences their pedagogical practices within rural classrooms. Hence, the current study as introductory for other science education researchers in researching physical science teaching and learning in rural schools. The present study used Mavhunga‘s (2012) topic specific pedagogical content knowledge (tsPCK) as a theoretical framework focusing on all five components of the theory. To supplement tsPCK, Scott et al.‘s. (2011) pedagogical link-making (PLM) was also used in identifying and discussing the nuances of teachers‘ pedagogical approaches during electricity lessons. I used a collective case study design and adopted a qualitative research approach and classroom observations, video-stimulated recall interviews (VSRI‘s), and semi-structured interviews as methods of data generation. The case study focused on three teachers from Vryheid rural schools in KwaZulu-Natal Province of South Africa, to investigate their classroom practices, particularly, pedagogical approaches to Electricity topic and factors that shape their teaching of the topic. The three teachers were purposefully and conveniently selected. To guide this case study investigation, the main research question of the study was: How do Grade 10 rural physical science teachers teach the Electricity topic? The findings of this study revealed that the teaching of Electricity topic requires multiple representations at symbolic, macro, and sub-microscopic levels; and that explicit links of these representations are vital for science knowledge building. Teachers used mostly symbolic level, with some teachers limitedly representing the Electricity topic macroscopically through practical work (hands-on practical work and demonstrations). Important also was the contextualized level of representations including analogies that teachers used to teach the topic. Moreover, teachers constantly worked with learners‘ prior knowledge in their facilitation methods while also considering curricular sequencing and content skills linkage made within and across the lessons. Also, some observed electricity concepts or processes proved to be difficult for teachers to teach, while, I acknowledge the various conceptual teaching approaches that teachers used to ensure deep understanding of the topic of Electricity including those concepts that seemed difficult to teach. Other observable teachers‘ approaches included the dominance of question and answer teaching approach and teacher-centered approach, with some subject-matter centered approach and limited learner-centered approach. All three teachers taught the same topic differently. During VSRI and semi-structured interviews, teachers commented on their teaching for assessment purposes. Teachers‘ pedagogical approaches were influenced by various factors including teachers‘ teaching and learning experiences, learners‘ prior knowledge, teaching for compliance, teaching for assessment (examination), availability and appropriate use of science laboratory apparatus for Electricity topic. Given the findings of this study, I recommend among other things, research intervention intending to equip rural teachers with pedagogical skills for teaching physical science topics including Electricity topic.
Exploring students experiences of receiving e-formative feedback during emergency remote learning: A case study of first-year students at a teacher education university in South Africa
(University of the Witwatersrand, Johannesburg, 2024) Simelane, Raudina Madina; Pillay, Preya
The COVID-19 pandemic necessitated an abrupt transition to Emergency Remote Teaching and Learning (ERT&L) across the higher education landscape globally, including teacher education programs in South Africa. This seismic shift profoundly disrupted conventional assessment approaches dependent on face-to-face teaching and continuous formative assessments. Consequently, instructors were compelled to reconceptualise formative assessment for the realities of remote learning, adopting digital tools to administer e-assessments and provide e-formative feedback. Concurrently, first- year student teachers faced monumental challenges accessing and productively responding to digitally-mediated formative feedback amidst the isolating remote context lacking traditional supports. Against this backdrop, this qualitative case study explored the lived experiences of thirty- six first-year Bachelor of Education students receiving e-formative feedback through a university’s Canvas Learning Management System during ERT&L conditions in South Africa. Framed by an interpretive paradigm combining Social Constructivist, Feedback Intervention, and Feedback Design theoretical tenets, the study aimed to explore how students perceived and engaged with e-formative feedback to facilitate their self- regulated remote learning. Through Thematic Analysis of semi-structured interviews and focus group discussions, findings unveiled diverse student realities shaped by multifaceted technological, cognitive, and motivational barriers. Prominent obstacles included lack of digital access, connectivity issues, deficient computer literacy skills, and unfamiliar vocabulary – factors impeding feedback reception. Moreover, untimely and unspecific feedback further undermined its value, with many students prioritising marks over substantive comments. Ultimately, suboptimal design coupled with insufficient feedback literacy and self-regulation capacities among this vulnerable population severely constrained productive feedback engagement and autonomous learning progress during the emergency transition. This study’s findings highlight the need for reconceptualised e-formative feedback approaches that holistically account for technological equity gaps, targeted skills development, and psychosocial support mechanisms to foster meaningful feedback utilisation during disruptions. Crucially, it calls for elevating student voices to better understand their contextualised needs, informing responsive interventions. Emergent insights illuminate opportunities to enhance digital feedback literacy, diversify feedback modes, accelerate feedback turnaround, and nurture conducive ecosystems where first- year students thrive as empowered, self-regulating learners even amid crises. Such learner-centric innovations have lasting relevance for optimising equitable, sustainable assessment design across evolving educational futures.
Exploring the fourth-year Sol Plaatje University student teachers’ professional identities development during teaching practice
(University of the Witwatersrand, Johannesburg, 2024) Arnold, Laura Jane; Nkambule, Thabisile
Professional identities are important because they guide teachers’ perceptions, decisions, and actions. Most initial teacher education research focuses on student teachers’ acquisition of subject and pedagogical knowledge. During teaching practice (TP), student teachers reflect on experiences in authentic schooling contexts to develop their professional identities. Most research focuses on South African student teachers’ experiences at schools instead of their development of professional identities during TP. This study contributes to the research by exploring how eight fourth-year student teachers developed their professional identities during TP. The theoretical lenses for the study were Community of Practice Theory and Positioning Theory while the research design was narrative inquiry. The participants told their stories in different journals during TP and during one-on-one follow-up interviews. The findings showed that student teachers developed two main professional identities during TP: relational and collegial. The participants developed their relational and collegial professional identities through the rapport that they built with learners, and staff members, mostly their assigned mentor teachers. They developed these identities through reflection on prior teaching and learning experiences, and participation in the school communities through mutual engagement, joint enterprise, and shared repertoires. The factors that influenced their professional identities development were personal, social, and temporal conditions. It is recommended that teacher trainers and teacher educators assist student teachers to surface and reflect as individuals and in groups on their relational and collegial professional identities prior to and during TP. These reflections could include student teachers’ motivations for choosing teaching as a career, past teacher role models, and classroom management, including the regulation of emotions. Through their professional identities development during school visits, the student teachers developed and enhanced their professional skills, including, classroom management, learner- centred teaching and 21st century teaching skills, and provision of care through pedagogies associated with love, freedom, and hope.
Exploring the Nature of Grade-8 Classroom Environments Created by Mathematics Teachers when Teaching Mensuration: A Case of Curriculum Implementation in Lesotho
(University of the Witwatersrand, Johannesburg, 2024) Raphoka, Sikeme; Mofolo-Mbokane, Batseba
This study explores the types of classroom environments created by mathematics teachers as they implement the integrated curriculum in Grade 8 classrooms in Lesotho, thus calling for Learner-Autonomous Environments (LAE) with particular focus on Mensuration. This is a qualitative study and data was collected from four Grade 8 mathematics teachers from four high schools in Maseru district. The teachers were purposively selected from the four schools to participate in the study based on characteristics such as their teaching experience, qualifications and whether they were teaching mathematics at Grade 8. Groups of four learners were selected in each teacher’s class through the help and preference of each teacher, making a total of sixteen learners targeted for group discussions data. Data was collected through classroom observations (whole class and focus groups observations) and teachers’ interviews. Before the data collection commenced for the main study, two mathematics teachers were purposely selected from two other schools for the Pilot study. Using a LAMLE conceptual framework, formulated from the theories, Commognitive theory (Sfard, 2008) and Pedagogical link-making (Mortimer & Scott, 2003) and Communicative approach (Scott et al., 2011), literature and curricular expectations, the study analysed both the Pilot and main study data to come up with the findings. Presented in three main themes, the findings indicate that though all the teachers were operating differently at the deeper performance level, they all dominantly used direct instructional approach, performed ritual teaching routines and dominated the link-making discussions through the use of interactive/authoritative communicative approach. Learners were also found to be lacking in terms of conceptual understanding, problem solving, and computational accuracy. They were also observed to be performing ritual routines mostly in their learning process. It is concluded that teachers seem to know what is expected of them but fail to implement it as expected in terms of the Lesotho curriculum. It is further concluded that learners have been denied the opportunity to be autonomous in their mathematics learning. The study proposes a LAMLE+ Plus model, formulated based on findings on the teachers and in terms of the established themes, for studying the promotion and presence of LAE in mathematics teaching. The model also advances as a tool to direct the practices and focus of teachers and education administration when implementing the reformed curriculum which focuses on learners’ active conceptual development and progressive autonomy as highlighted by Lesotho’s CAP iv It is recommended that teachers take time to understand the expectations of the curriculum and execute their classroom practice accordingly, especially the proposed instructional approaches and learner engagement. It is also recommended that the Ministry of Education and Training (MoET) provide teachers with capacitation workshops towards the implementation of the curriculum and closely monitor their progress as facilitation of change from traditionally- oriented practices to reform-oriented practices.
Exploring the role of school principals as instructional leaders Improving learner academic performance in Johannesburg South District Primary Schools
(University of the Witwatersrand, Johannesburg, 2024) Zuma, Chuma
This study explores the role of the principal as an instructional leader in four successful primary schools in the township. It examines instructional strategies used by principals of the four schools that may help to raise learner achievement and explores how these successful leaders use leadership styles and management approaches to improve learner academic performance in their schools. Sixteen participants were involved in this study. They include: four principals, four deputy principals, four departmental heads (DHs) and four teachers from the four schools. Data was collected using qualitative approaches; this being achieved through individual semi-structured interviews. The study found that the critical instructional leadership approaches used by these principals were promoting teamwork, active participation, collective decision making, sharing of responsibilities, collaboration and distribution of tasks amongst multiple leaders. The teachers and members of the school management team (SMT) confirmed the claims made by the principals. Data also indicated that the principals relied on a combination of different leadership styles and efficient and effective management approaches with their subordinates to save the enthusiastic implementation of instructional approaches that help to yield good learner results. The study suggests that there might be a strong link between leadership styles and learner performance. The data also suggests that the relevant leadership styles can contribute to institutional spirit against the main challenges which tend to depress performance in many schools in similar circumstances. The study makes specific recommendations for a broad-based research agenda to examine factors which contribute to success in schools operating in challenging circumstances.
Exploring the use of Information and Communication Technology (ICT) in Open and Distance Learning (ODL): The Case study of Botswana Open University (BOU)
(University of the Witwatersrand, Johannesburg, 2024) Moreetsi-Magetse, Tebogo Angela; Naiker, V.S.; Khoza, S.D.
Open and distance education has become popular worldwide in the last century. It extends beyond normal school or university boundaries because it is flexible and instils lifelong learning. This method of learning is mostly used by students who are studying part-time. Access to education is made easier by the increased usage of technology (smartphones, computers, internet connectivity) in teaching and learning. Botswana, like many countries around the world, has not been left behind. Its first and only Open Distance institution, Botswana Open University (BOU), like other institutions of higher learning, embraced the use of information and communication technology (ICT) in teaching and learning and integrated ICT to be an integral part of the teaching and learning delivery process in 2014. Programmes were created to use technology online using a learning management system (LMS) and Moodle platform. Since many academics have written on the factors to consider when implementing ICT in teaching and learning and others have discussed the challenges faced by users of online learning platforms, the author of this study decided to investigate the application of ICT in ODL by focusing on the students enrolled in the Master of Educational Management and Leadership (MEdEL) course at BOU. The study followed a qualitative approach using semi- structured interviews, an open-ended questionnaire and a policy document review. The first phase of the research determined the current perceptions of students on the use of e-learning in an ODL programme. The next phase established the practices of e-learning in the online programmes at BOU to determine the degree of technical knowledge and skills, especially in the use of e-learning in ODL and further investigated the strategies that are used by BOU to motivate students enrolled in their online learning programmes. Purposive sampling was used to select 14 participants including a lecturer at BOU, the online managers, the tutors, as well as the students, some of whom were registered at BOU at the time of the study. Data collected through interviews and questionnaires were thematically analysed while data from the documents reviewed were descriptively analysed. The study provided significant evidence of challenges faced by users and custodians of the LMS. The challenges in the implementation of the online programmes included the absence or shortage of resources, including human resources, and the calibre of students enrolled. It further revealed that lack of skills and limited skills also impacted the use of technology in ODL. Despite these challenges, the university has implemented policies intended to support students during their studies. The findings of the XI study revealed that although there are measures in place to support and assist students during their studies, they do not work for all students. It is necessary to support students, especially those in remote areas of the country where resources are limited. Furthermore, students enrolled in online ODL programmes need assistance when it comes to computer skills. The university needs to consider implementing a bridging course that will allow students to enhance their ICT skills and learn to navigate the learning space before the commencement of their main programme. Training on the use of the learning space needs to be enhanced, not only for students but also for tutors and lecturers born before computers arrived, as this will assist in ensuring that students receive the required support. There is also a need for the university to engage in an evaluation of the use of the LMS to identify areas in need of improvement. The implementation of a fully online learning programme entails having the necessary skills, resources, and most of all the support that will ensure the effective use and satisfaction of the user.
Family-based adverse childhood experiences as a determinant of learner drug abuse in Soweto high schools: implications for early intervention
(University of the Witwatersrand, Johannesburg, 2024) Mnyamana, Nzukiso Theophillus; Aloka, Peter
Drug abuse is the excessive, maladaptive, or addicted use of drugs for purposes other than those prescribed by a doctor, even if this usage may lead to social, psychological, and physical issues. Learners who abuse drugs have a higher risk of developing mental health issues, such as depression, conduct issues, personality disorders, suicidal ideation, attempted suicide, and suicide, than learners who do not. Resounding evidence suggests that despite all the restrictions put in place by schools regarding substance abuse, it is nevertheless pervasive on school grounds in the Soweto region. It has been reported that alcohol, tobacco, and hallucinogens are the most often used drugs and substances among teenagers in Soweto. Additionally, it has been reported that drug misuse among learners in secondary schools in the Soweto district of South Africa is on the rise. Despite previous research having been done to address drug abuse among learners, there is still very scanty research on the effect of family based adverse childhood experiences. The main goal of this study was to examine the effect and correlation of family based Adverse Childhood Experiences and the escalating learner drug abuse among learners in township High schools in Soweto. The study also looked at the kind of support that are available at home for learners who are involved in drug abuse and early home based intervention strategies that could be adopted to assist learners who abuse drugs. Finally, the study sought to develop a structural equation modelling that can explain the relationship between biographical factors, familial psychological and familial social factors and learner drug abuse. Within the mixed methods research paradigm, concurrent triangulation research design was adopted. Thus, by adopting a mixed methods research methodology, target population comprised 80 High School learners at the selected four Soweto High Schools in Gauteng Central District. For the quantitative phase, 80 High School learners from four Soweto High Schools were obtained using a census sampling technique. A sample size of 16 High School learners was chosen for interviews during the qualitative phase of the study using the purposive sampling method. Parental Behavioral Control Scale, Parent-Child Attachment Patterns Scale, Emotional Breakdown Scale, Induced Psychological Disorders Scale, Parent–Adolescent Relationship Scale, Sibling Influence Scale, Parental Influence Scale and Home Based Support scale were used to collect quantitative vii data from learners. Semi-structured interviews with learners were conducted to gather information for the qualitative phase. The Keyser Meyer Oklin test was used to guarantee the validity of the questionnaires, and Cronbach's alpha was used to determine their reliability. Additionally, the trustworthiness of qualitative data was ensured. The findings of the study indicated that the biographical factors such as family type, family size, parental level of income, and parental level of education had a significant influence on learner drug abuse. Furthermore, familial psychological factors such as cognitive factors, behavioural factors, emotional factors, parental behavioral control, parent-child attachment patterns, emotional breakdown and induced psychological disorders also had a significant influence on drug abuse. Moreover, the study equally revealed familial social factors, such as parent related factors, sibling related factors, and finally, community related factors to have a significant effect on learner drug abuse. The findings also indicated that familial social factors and familial psychological factors were significant predicators of drug use among the learners. Overall, the results revealed that the variables investigated in this study are suitable for use in structural equation for escalating learner drug abuse. In conclusion, the family systems model is appropriate and fit for demonstrating the structural relationship between psychological, social factors and learner drug abuse among High School learners. From the findings aforemetioned, the study proposes a 6-stage intervention Model which could assist learners in High Schools as far as drug abuse is concerned. The study recommends that the school counsellors and management should perform psychological assessment on learners to identify those that are at risk of indulgence in drugs. The psychological assessment on learners to identify those with birth order that are at risk of indulgence in drugs would help them to evaluate their own cognitive, intellectual, and problem-solving abilities so as to counter psychological patterns susceptible to drug abuse. The study recommends that the school management should provide parents with the essential educational support and advice about familial social issues that may have a bearing on learner drug abuse
Grade 11 rural teachers’ perceptions of and the teaching of Sepedi literature and English literature in Acornhoek, Mpumalanga Province: A critical study
(University of the Witwatersrand, Johannesburg, 2024) Mafunganyika-Ndlovu, Annie Tiny; Nkambule, Thabisile
This study investigated the intricate relationship between language, culture, and knowledge within the context of rural South African high schools. It emphasised the pivotal role of language as both a cultural carrier and a determiner of which knowledge is valued or overlooked. Central to this exploration is the impact of literature teaching, especially in African languages, serving as a reflective mirror of society, history, and individual experiences over time. As part of a broader research project titled “Conditions of Teaching and Learning that Facilitate and/or Constrain Learning English in Rural High Schools,” this study focused on the teaching of Sepedi language literature and English literature in Acornhoek secondary schools. It aimed to reveal how literature teaching can renegotiate and articulate the complexities of rural epistemological repositories, values, moral wisdom, and social cohesion. By examining the pedagogical approaches of grade 11 teachers towards Sepedi language literature and English literature, the study sought to identify underlying assumptions that influenced their teaching methods. Utilising cultural historical activity theory (CHAT) and Bernstein’s concepts of visible and invisible pedagogy, the research conducted a deep dive into teachers’ responses, discourses, and classroom practices. This theoretical backdrop facilitated an understanding of literature’s pedagogy, underscoring the significance of reflective teaching and literature’s potential as a tool for social justice and cultural affirmation. The study engaged with four teachers across four secondary schools in Acornhoek, Mpumalanga Province, employing qualitative non- participatory observation, video-stimulated recall interviews, and semi-structured interviews to gain insights into teachers’ pedagogical choices and perceptions. This multi-faceted approach allowed for an in-depth analysis of teaching practices, encouraging teachers to become more aware of their methodologies with the goal of enhancing the educational experience and deepening the understanding of literature’s societal and educational roles. Findings from the study, analysed through Scott and Mortimer’s Communicative Approach, highlighted the complexity of teaching, though there was dominance of teacher-centered interpretations of literature. This overshadowed opportunities for learners’ active participation to learning and meaning making, because teachers leant the literature for the learners. Despite occasional use of dialogic teaching methods, these instances were sporadic v and largely implicit. The research further identified several challenges, including limited resources, teachers’ perceptions of their learners, and time constraints, as key factors prompting authoritative teaching practices. Based on these insights, the study recommends further research that will include learners to get the overall teaching and learning picture in rural classrooms, to better understand the evolving pedagogies and learning approaches. Also to expand research into investigating the diversity that exists within African indigenous languages.
How are the relationships between South African universities and development understood?
(University of the Witwatersrand, Johannesburg, 2021) Molebatsi, Palesa Malehlohonolo; Allais, Stephanie Matseleng
Many development scholars argue that universities can and should address societal problems of poverty, inequality and unemployment. There is international literature that argues, in particular, two things: firstly, that certain economies thrive because they are knowledge driven; and secondly, that universities play a central role in preparing workers for the labour market. That same literature also goes on to argue that under-developed countries should emulate these economies, because this is a good way of achieving development. Thus, an increasing number of researchers and policy-makers in South Africa are interested in how universities do today, and can in the future, contribute to development. Empirical studies have been conducted analysing the relationship between South African universities and development. Yet, the evidence that exists, while useful, remains superficial. Specifically, it gives partial or incomplete analyses of the dynamics underlying the relationships between universities in South Africa, and development. The purpose of this study is to build an understanding of those dynamics. I develop an extended analytic framework with three ideal types (The Abstract University, the Entrepreneurial University and the Developmental University) and analyse two data sets, with the main finding that South African universities do not make significant entrepreneurial or developmental contributions to development. Simultaneously, they are expected to perform more welfare activities as part of their functions. I argue that a Welfare ideal-type university is emerging in South Africa which seems to undermine the essential core of the university: the development and acquisition of knowledge. A floundering can be observed with respect to the purpose, the norms and the form of the university in South Africa, with the result that the role of universities is increasingly loosely defined. This analysis illuminates a specific aspect of the relationship between universities and development in South Africa, namely that it is a two-way one: different approaches to development nationally and within universities lead to changes in the nature of the university, which in turn affects development. In the case of South Africa, where emphasis is placed on welfare activities, the question arises whether universities will continue to be universities in the future
Inclusive education and the plight of children without legal documentation: A case study of Cosmo Oasis in Johannesburg, South Africa
(University of the Witwatersrand, Johannesburg, 2024) Matanhire, Vimbayi; Carrim, Nazir
Children without documentation are excluded from formal school due to contestations and contradictions between the South African Constitution and the Admission Policy for Ordinary Schools and the practices of the Department of Home Affairs alongside legislative gaps and inconsistencies in South African schools regarding the admission of children without legal identification documents. This study investigated the plight of children without legal documents in relation to inclusive education in South Africa using a case study of a non- governmental organisation named Cosmo Oasis. I argue that a human rights approach to inclusive education within the social model paradigm is essential for this study because education is in itself a human right. I further develop a framework of inclusive education for undocumented children and outline the intricacies surrounding the origins and debates around the universality and enjoyment of human rights specifically by children without documentation. This study was a qualitative study that used mixed methods and it had the characteristics of a case study. Semi-structured audio-recorded interviews and questionnaires with open and closed questions were used as data collection tools. Data was analysed using qualitative data analysis methods by organising and sorting data into major themes and presented in the form of figures, tables, excerpts and descriptions. The findings of the study showed that, the South African education system was not inclusive to children without legal documents. These children are not integrated into the mainstream leading to varied socio-economic and political implications on the children without documents, their parents and on the South African education system. Contradictions between policies, the legal aspect, the Home Affairs Department, revealed the contestation between citizenship rights and problems with the social contract which continues to create an impasse between the realisation of rights by non-citizens and the rigidness of the social contract.