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Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration
Bibliography: leaves 104-107.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2014
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| _version_ | 1867613184935854080 |
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| access_status_str | Open Access |
| author | Hill, Margaret Anne |
| author2 | Baxen, Jean |
| author_browse | Baxen, Jean Hill, Margaret Anne |
| author_facet | Baxen, Jean Hill, Margaret Anne |
| author_sort | Hill, Margaret Anne |
| collection | Thesis |
| description | Bibliography: leaves 104-107. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/7872 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:32:07.214Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/7872 Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration Hill, Margaret Anne Baxen, Jean Green, Lena Education Bibliography: leaves 104-107. This study explores the positioning of learners who are more than three years older than age•norms for their school grades in societal, institutional and situational levels of education discourse in SouthAfrica. A review of research literature, of samples of lay discourse and of policy documents reveals tensions between industrially derived assumptions and rights-based assumptions in education discourse at societal and institutional levels. These opposing assumptions are seen to simultaneously disadvantage older learners while appearing to hold out the promise of unconditional inclusion in schooling. A qualitative empirical study traces some of the effects of the tension in education discourse on learners at a situational level of education discourse, namely schooling. The conclusions of the study suggest that the resolution of the tension in accordance with rights-based assumptions would result in radical reconceptualising of schooling arrangements and learner assessment. Suggestions are proposed for a research agenda that the reconceptualising of schooling might generate. 2014-10-01T08:08:56Z 2014-10-01T08:08:56Z 2000 Master Thesis Masters MPhil http://hdl.handle.net/11427/7872 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Hill, Margaret Anne Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration |
| thesis_degree_str | Master's |
| title | Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration |
| title_full | Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration |
| title_fullStr | Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration |
| title_full_unstemmed | Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration |
| title_short | Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration |
| title_sort | conditions of learning for older learners in some previously disadvantaged schools in the cape region a qualitative exploration |
| topic | Education |
| url | http://hdl.handle.net/11427/7872 |
| work_keys_str_mv | AT hillmargaretanne conditionsoflearningforolderlearnersinsomepreviouslydisadvantagedschoolsinthecaperegionaqualitativeexploration |