Policy Imperatives: A Case of Gender Non-Conforming Learners
- Makena, Bulelwa, Feni, Lungisani Viwe
- Authors: Makena, Bulelwa , Feni, Lungisani Viwe
- Date: 2023
- Subjects: Policy , Gender , Non-conforming , Diversity
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14217 , vital:79156 , DOI: https://doi.org/10.38159/ehass.2023485
- Description: As the Bill of Rights prescribed by the South African Constitution stipulates, all people, irrespective of gender, race and religion, have a right to equal opportunities. This is articulated by the Gender Schema Theory as it stipulates that some cohorts of learners are aligned to socially accepted behaviours while other gender aschematic learners perform parallel to socially recognized behaviours. Therefore, all learners are entitled to equal treatment and they have a right to education, especially because South Africa is a country renowned for its rainbow-nation characteristic, allowing it to accommodate diverse citizens. It is for this reason that this paper investigated whether school policy logistics have an impact on gender non-conforming learners in one rural Senior Secondary in the Eastern Cape province of South Africa. Two teachers were purposefully sampled as participants for this qualitative case study research. To collect data, semi-structured interviews were administered. Using thematic analyses led to the formation of themes which were used to discuss findings. The study found that (i) there are dynamics in policy formulation and also that (ii) there is a violation of school policies. This subjects them to social exclusion and social control that marginalises gender minorities. The study recommends that gender specific school policies be redefined to promote gender neutral and inclusive schools, thus creating societies where everyone is welcome and protected as suggested by the Constitution of the Republic of South Africa.
- Full Text:
- Date Issued: 2023
- Authors: Makena, Bulelwa , Feni, Lungisani Viwe
- Date: 2023
- Subjects: Policy , Gender , Non-conforming , Diversity
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14217 , vital:79156 , DOI: https://doi.org/10.38159/ehass.2023485
- Description: As the Bill of Rights prescribed by the South African Constitution stipulates, all people, irrespective of gender, race and religion, have a right to equal opportunities. This is articulated by the Gender Schema Theory as it stipulates that some cohorts of learners are aligned to socially accepted behaviours while other gender aschematic learners perform parallel to socially recognized behaviours. Therefore, all learners are entitled to equal treatment and they have a right to education, especially because South Africa is a country renowned for its rainbow-nation characteristic, allowing it to accommodate diverse citizens. It is for this reason that this paper investigated whether school policy logistics have an impact on gender non-conforming learners in one rural Senior Secondary in the Eastern Cape province of South Africa. Two teachers were purposefully sampled as participants for this qualitative case study research. To collect data, semi-structured interviews were administered. Using thematic analyses led to the formation of themes which were used to discuss findings. The study found that (i) there are dynamics in policy formulation and also that (ii) there is a violation of school policies. This subjects them to social exclusion and social control that marginalises gender minorities. The study recommends that gender specific school policies be redefined to promote gender neutral and inclusive schools, thus creating societies where everyone is welcome and protected as suggested by the Constitution of the Republic of South Africa.
- Full Text:
- Date Issued: 2023
The Impact of Linguistic Constituencies on Language Profiency
- Makena, Bulelwa, Matiso, Hilda Nomasomi
- Authors: Makena, Bulelwa , Matiso, Hilda Nomasomi
- Date: 2023
- Subjects: Proficiency , Linguistic , Constituencies , Diversity
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14252 , vital:79170 , DOI: https://doi.org/10.38159/ehass.20234134
- Description: This study inquired into whether linguistic constituencies have an impact on learner language proficiency. An appropriate approach that was used encompasses qualitative research methods as they permit extracting valuable information from small samples. Underpinning this qualitative inquiry is Participatory Action Research (PAR) with its added advantage of being considered to have an underlying characteristic of engaging with community members in action. The researchers and study participants collaborated to determine the investigated problem, in this case being learner linguistic constituencies in parallel or divergent to language proficiency. Data was gathered from five purposefully nominated English language teachers from one rurally located institution of higher learning in one of the Eastern Cape Education Districts. Semistructured interviews generated rich thematically analysed data as they contained openended types of items…
- Full Text:
- Date Issued: 2023
- Authors: Makena, Bulelwa , Matiso, Hilda Nomasomi
- Date: 2023
- Subjects: Proficiency , Linguistic , Constituencies , Diversity
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14252 , vital:79170 , DOI: https://doi.org/10.38159/ehass.20234134
- Description: This study inquired into whether linguistic constituencies have an impact on learner language proficiency. An appropriate approach that was used encompasses qualitative research methods as they permit extracting valuable information from small samples. Underpinning this qualitative inquiry is Participatory Action Research (PAR) with its added advantage of being considered to have an underlying characteristic of engaging with community members in action. The researchers and study participants collaborated to determine the investigated problem, in this case being learner linguistic constituencies in parallel or divergent to language proficiency. Data was gathered from five purposefully nominated English language teachers from one rurally located institution of higher learning in one of the Eastern Cape Education Districts. Semistructured interviews generated rich thematically analysed data as they contained openended types of items…
- Full Text:
- Date Issued: 2023
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