South African Township Schools Research Articles

Teachers’ Knowledge and Views on the Use of Learners’ Socio-cultural Background in Teaching Natural Sciences in Grade 9 Township Classes

This article explores teachers’ knowledge and views on the role of learners’ socio-cultural background when teaching Natural Sciences to Grade 9 learners at three South African township schools. Within a socio-cultural framework, the research investigated how teachers accommodate learners’ cultural norms and values, religion and beliefs, socio-economic and political issues in their science lessons. In a qualitative case study, three teachers were interviewed five times using a semi-structured interview schedule. Through a constant comparative data analysis method, three themes emerged. Firstly, teachers were aware of the learners’ poor socio-economic background, and they made accommodation in their practice so that these learners would not be disadvantaged. Secondly, it emerged that teachers use their knowledge about learners’ socio-cultural practices and beliefs, to create learning opportunities to harmonise the conflict between learners’ worldviews and science. Lastly, the findings showed that teachers’ incorporation of learners’ socio-cultural background in lessons provides authentic learning situations that promoted the development of critical and analytical thinking skills in learners. This study affirms the call for teacher education institutions to review their science teacher education programmes with a view to incorporating and emphasising knowledge of learners’ socio-cultural background as an important teacher knowledge domain in teacher preparation.

Personal and Contextual Influences on Township School Learners’ Motivation and Self-Regulated Learning

ABSTRACTLearners’ self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling of township school learners, although generally acknowledged, remain under-researched. The research presented in this paper explored 14 secondary township school teachers’ perceptions of the factors that influence learners’ motivation to achieve academic success. A better understanding of contextual motivational factors could influence teaching and learning, as well as provide the needed support that ultimately will enhance the academic achievement of South African township school learners. Participants perceived autonomy-supportive, extrinsic motivation, schools as positive learning environments, study and job opportunities, community projects, friends and peers, poverty, and encouragement from the local community as strong sources of motivation.

Sexual and reproductive well-being of teenage mothers in a South African township school

Research addressing the sexual health and reproductive rights of pregnant teenagers and teenage mothers is growing, although attention to the sexual well-being of young mothers who are already in school remains limited. This omission places teenage mothers at risk, who may be susceptible to repeated pregnancies that may compromise their well-being and educational outcomes. By drawing on a qualitative study, we focus on young mothers’ sexual relationships and their knowledge and choice of contraceptive methods, as well as their accessibility to them. In this paper, we ask how sexual and reproductive well-being is constructed in relation to knowledge, choice and accessibility to contraceptive methods. While the study found that schooling was constructed as vital to economic empowerment, teenage mothers’ aspirations were compromised by limited contraceptive knowledge and choices, and enduring patterns of gender inequalities within relationship dynamics. Effective interventions require attention to a comprehensive understanding of sexual health, which includes a focus on gender and relationship dynamics, as well as knowledge of and access to contraceptive methods. Accessibility to all methods of contraceptive use remains vital in all health centres. Community health workers need to engage better with young mothers so as to support their reproductive well-being. Keywords: accessibility; contraceptives; intervention; reproductive well-being; schooling; sexual health; South Africa; teenage mothers

PRE-SERVICE TEACHERS REFLECTIONS OF SOUTH AFRICAN SCIENCE CLASSROOMS

The introduction of outcomes-based education in South Africa placed many challenges on the transformation of science classrooms. The 2009 National Education Evaluation and Development Unit (NEEDU) Report concluded that South African rural and township schools are largely dysfunctional. This article examined some of the reasons for the ‘collapse’ of rural schools as seen through the eyes of pre-service science teachers. It explored the reflections of 30 pre-service teachers in science classrooms in the Limpopo Province of South Africa where the majority of schools lack infrastructure such as libraries, laboratories and computer rooms. The reflections of pre-service science revealed that the culture of teaching and learning has been negatively affected by lack of resources, poor training of science teachers, incompetent school management teams, overcrowding of science classrooms and a plethora of curriculum policies. Furthermore, teachers had not fully embraced all aspects of curriculum policy. This has resulted in the outcomes identified for science not being completely achieved. Pre-service teachers found it challenging to adapt to the ‘realities’ of teaching science without science equipment or appropriate resources. Suggestions made by pre-service teachers to improve science teaching in schools are considered in the recommendations of this article. Some of the recommendations are: development of resource packs for teachers in rural schools; a module on improvisation and innovation in science in pre-service and in-service training; establishing science nodal hubs or science resource centres in rural areas; improving awareness of science through competitions, open days and science clubs; developing mobile libraries and science laboratories for rural teachers; and establishing science committees in schools or regions.

Drug abuse by learners in South Africa: a replication and extension study

This study sought to determine the nature, extent and causes of drug abuse in South African township schools. Interview data were collected from a convenience sample of 24 participants from 4 schools (10 learners, 8 school personnel and 4 School Governing Board (SGB) members, a social worker and one Department of Education (DoE) official responsible for handling drug abuse by learners in the district. Document analysis was also conducted using the social worker's records. The study found that dagga, tobacco and alcohol were the most readily available, commonly used and abused drugs by learners in these schools. The study also found that learners tended to use cocktails of drug combinations.

The Effects of Toxic Leadership on Teaching and Learning in South African Township Schools*

In this paper toxic leadership refers to destructive leadership where the school principal and the School Governing Bodies are in constant conflict over their functions. One might think that school principals and school governing bodies are working harmoniously in schools. In some township schools, especially in Gauteng secondary schools there is a challenge experienced by both school principals and School Governing Bodies (SGBs). Trust is a critical element for effective leadership and governance in schools. In some township schools in South Africa there is a challenge experienced by both school principals and school governing bodies. Their disagreements lead to ineffective teaching and learning in schools. All other stakeholders' effectiveness in the Gauteng Township schools depends on the leadership of the school principals and the School Governing Bodies. The negative effects of toxic leadership on teaching and learning in schools are the following, namely: poor working rel ationship between stakeholders; dysfunctional schools; poor teaching and learning; neglect of duty by stakeholders; abuse of power by school principal and SGBs; inadequate resources; no mutual trust; fear; unregulated freedom; and unacceptable behavior This is not an exhaustive list.

Schools as Sites of Violence: The Role of Social Capital in Reducing Violence in South African Township Schools

Schools as Sites of Violence: The Role of Social Capital in Reducing Violence in South African Township Schools

Schools as Sites of Violence: The Role of Social Capital in Reducing Violence in South African Township Schools

Violence is a feature of schooling globally; in this regard the experiences of violence in South African schools are not in isolation. This paper presents selected findings of a research study on schools as sites of violence which was conducted in 16 secondary schools in townships across six South African provinces. Data for this study was collected through a literature review as well as an empirical investigation. Bourdieu and Coleman's social capital theories were used as theoretical frameworks for the empirical enquiry. The results of the study revealed the prevalence of violence within the participating schools and that the presence of violence can partly be attributed to the social contexts of these schools, for example, the unique context of South African townships. In this context social capital is not optimised. The researcher thus argue(s) that violence could be reduced through optimising social capital. In this paper it is explained how the social capital theory could be used to change the social contexts of these schools which in turn would reduce violence, improve school safety and enhance learners' academic performance.

Teachers’ use of a school library in a South African township school: closing the literacy gap

This post-project study investigates the use of the school library at a primary school by teachers at the end of a literacy project, without the guidance of the project facilitators at the school. The article gives background information about the Academic Literacy Research Project Unit (ALRU) from the University of South Africa which established a school library at school P as part of the literacy research project. The aim of the Literacy Project was to improve literacy levels and create a strong reading culture that would later have a positive impact on the academic progress of learners at school P. The Literacy Project involved training teachers in literacy and reading matters. In addition to the teacher training, a school librarian was trained to manage the school library. At the onset of the post-project study, self-administered questionnaires were drawn up to collect data on the teachers' school library practices after withdrawal of the project team. The questionnaires included qualitative and quantitative questions. The findings suggest that the school library is being utilised and appreciated as an integral part of the learning process; however, the teachers seem to need further exposure and training on information literacy. The authors hope that the information and interpretations provided in this article will be helpful in achieving the goal of quality education in South Africa and especially in improving the reading and literacy levels of all learners.

‘I'm used to it now’: experiences of homophobia among queer youth in South African township schools

This paper explores how sexually marginalised black high-school students from conservative schooling contexts in KwaZulu-Natal, South Africa, experience schooling. It draws on queer theories through life narratives in presenting findings from a small-scale interventionist project designed by the author. The project involved 14 participants comprising teachers, school learners and pre-service teachers. The study found that queer youth have negative experiences of schooling which range from punitive actions expressed through derogatory language to vicious reactionary hate, often expressed through violence and often perpetrated by teachers. This paper also found resist-stances from queer learners in portraying a positive self-image for themselves as a mechanism for coping with homophobia. As a way of looking forward, it locates teachers at the centre of bringing about change for the queer learners and argues for a re-education of teachers in order to tackle homophobia in schools.

A Comparison of Reading and Writing Proficiency in Home Language among Xitsonga Speaking Learners in South African Primary Township Schools

A Comparison of Reading and Writing Proficiency in Home Language among Xitsonga Speaking Learners in South African Primary Township Schools

Identifying some factors that might predispose drug abuse among learners in a South African township school

This study inquires into some of the factors that might predispose the use and abuse of drugs among secondary school learners in a township school. The objective of this research is to identify these factors and to offer a few suggestions on how the abuse may be prevented. A quantitative research strategy is used and a document analysis technique has been incorporated to collect the data. Various hypotheses are stated. The independent variables used are: gender; age group; educational category; distance from school; and caregiver. The dependent variables used are: alcohol abuse; marijuana abuse; cigarette smoking; other drug abuse; total number of abuses; and outcomes at school. Statistically significant relationships are found between the following variables: distance from school and cigarette smoking; distance from school and other drug abuse; caregiver and marijuana abuse; and caregiver and total number of abuses.

Video production as a tool for raising educator awareness about collaborative teacher–parent partnerships

Background: This article describes research undertaken with teachers working in a South African township school, where parental involvement is a persistent problematic issue. Purpose: The purpose of the study was to explore the use of video production as a tool for assisting teachers to explore their perceptions about parental involvement in education and how these perceptions impact on their relationships with parents. Sample: Nine teachers participated voluntarily in the study, seven from two different primary schools and two from the high school in the township. All the teachers were isiXhosa speaking and had grown up in communities similar to the one in which the school was situated. Design and methods: Following a participatory research approach, we guided the participating teachers to design and produce short videos about issues that they perceived to impact negatively on their teaching and learning. We then facilitated critical reflection on these videos, specifically exploring how they had portrayed the teacher–parent relationship in each case. Results: Through a content analysis of a structured focus group and their written responses to questions, we identified emergent themes that made it apparent that the participating teachers viewed parents in a negative light, indicating a lack of the respect that would be required for the formation and sustainment of co-operative relationships. These themes were then used to facilitate discussion to raise teacher awareness of how the teachers' perceptions of parents could hinder meaningful parental involvement. Conclusion: The article offers an example of how visual methodologies can be useful tools for beginning to raise teacher awareness around issues, as a precursor to helping teachers to take action to improve a given situation.

The influence of township schools on the resilience of their learners

Many learners living in townships require protection and resilience to overcome obstacles and adversities in their context of development. The literature on resilience indicates strongly that resilience is embedded systemically. In the absence of constructive and supportive conditions in the home environment, the school would logically appear to be the next resource in line to be tapped. We investigated the contribution of two South African township schools to the resilience of their middleadolescent learners. Case studies with focus groups of resilient and less-resilient Grade 9 learners were used, following the Interactive Qualitative Analysis method, to determine the participants’ perceptions of how the school contributes to the degree and nature of their resilience. The influence of the school varied depending on the degree of the learners’ resilience, but also depending on factors within the school itself, suggesting that schools play a distinctive and determining role. Contributions particularly highlighted included creation, or failure to create, a supportive teaching and learning environment with effective implementation of rules and educational policy to provide care and safety for its learners and develop them to reach their future goals. Resilient learners were more ready than less resilient learners to acknowledge and utilise these characteristics. All focus groups placed much emphasis on goal attainment, suggesting a strong relationship with resilience. Keywords: less resilient; middle-adolescent; resilient; township; township school

Budget Monitoring and Control in South African Township Schools

This article investigates budget monitoring and control in township schools in South Africa. The enactment of the Schools Act 1996 revolutionized school financial management in South Africa, making it part of the drive for democratic school governance. School governing bodies had to be established, whose responsibility it became to manage finances at school. Schools were allowed to raise funds over and above the departmental allocations, which to township schools were increased in order to redress past imbalances. However, most of these school governors lacked the necessary financial knowledge, skills and competencies required to effectively manage large sums of cash, and as a result many schools experienced financial difficulty. This study investigated the way in which a group of township schools in South Africa monitor and control their budgets. The findings revealed that the level of education plays a significant role in the way in which budget monitoring and control is perceived. It was concluded that, if applied conscientiously, the schools can remain liquid in terms of cash flow and operate within the confines of the approved budget.

Sharing Programs across Cultures: Lessons from Garden Mosaics in South Africa

Youth can benefit from opportunities to learn about both local and global socioecological systems. Programs such as Garden Mosaics that focus on local cultures and places and that include opportunities for global understanding, may foster such learning across cultural and national boundaries. Garden Mosaics is a U.S.-based youth and community program that incorporates youth participation and engages young people in learning from elders, many of whom are immigrants, about growing food in urban gardens. In 2005, we adapted the Garden Mosaics activities for learners in two South African township schools, and we have used what we learned in South Africa to enhance our U.S. youth programs. However, our experience also raises critical issues about the reciprocity of our efforts, and about how we can form more equitable cross-national partnerships in the future to create youth programs that integrate local and global understanding.

Efficacy of an American Alcohol and HIV Prevention Curriculum Adapted for Use in South Africa: Results of a Pilot Study in Five Township Schools

The high prevalence of HIV among young people in African countries underscores a pressing need for effective prevention interventions. Adapting school-based prevention programs developed in the United States for use in African schools may present an alternative to the time-consuming process of developing home-grown programs. The researchers report the results of a pretest-posttest field trial of an alcohol/HIV prevention curriculum adapted from an American model and delivered to ninth-grade students in five South African township schools. The revised intervention was based primarily on the Project Northland alcohol prevention and Reducing the Risk safer sex programs. The researchers found significant differences in change from baseline to follow-up between students in intervention and comparison groups on intentions to use a condom; drinking before or during sex; and, among females, sex refusal self-efficacy. The results of the field trial suggest that behavioral interventions developed in Western countries may be rapidly adapted to work in other cultural contexts.

Peripheral normativity: Literacy and the production of locality in a South African township school

This paper reports on an ethnographic study of classroom practices in a township school in the Wesbank settlement near Cape Town, South Africa. Focusing on the ways in which a multilingual and highly diverse student population confronts English literacy, we argue for a view in which norms are seen as emergent and contingent on occasion, place, social and sociolinguistic environment. The school, Wesbank High, is by all standards a ‘peripheral’ school in a marginalised community struggling with very serious socio-economic marginalisation corroborated with a dearth of high-quality public provisions in the settlement. The school is one of these provisions, and teachers and learners share ideals of upward social mobility, often crystallised in discourses on English as an instrument of spatial and social mobility. Learners’ writing in English, however, displays many features of ‘grassroots literacy’—sub-elite literacy characterised by orthographic, syntactic, lexical and pragmatic peculiarities. These peculiarities – ‘errors’ when seen from a punitive and homogeneist viewpoint – appear to be shared by learners and teachers alike, both groups being inserted in a particular, peripheral economy of English. ‘Errors’, thus, are systemic, normal and hence normative, they do not preclude effective and differentiating assessments of learners’ performance but are a productive, positive mechanism that allows teachers to reach a degree of effectiveness with their marginalized and heterogeneous groups of learners. We witness the production of locality through peripheral normativity, as well as the creation of a problem of ‘mobility’ when such locally valid forms are deployed elsewhere. These findings have implications for globalisation theory and views of systemic power in Third-World classroom environments.

'Reading on the Line': An Analysis of Literacy Practices in ESL Classes in a South African Township School

The writer argues that there are significant gaps in the way in which academic literacy theory has been conceptualised in the South African context. Although there has been much research about the transition from school to university, school literacy has tended to be presented as self-evident and the implications of students studying in an additional language, English, have tended to be addressed in functional terms. This paper uses insights from a critical ethnographic study of English in an urban, black working-class secondary school to describe the instrumental literacy practices that characterise English classes at the school. The data suggest that students are deeply ambivalent about English. I argue that their seemingly contradictory language attitudes and classroom practices are intimately linked to their attempts to define appropriate roles and identities in relation to the unstable school and township environment, as well as their construction of their place in the world within and beyond the township environment. The data illustrate the need for academic literacy intervention to take into consideration students' language attitudes and motivation, as well the need for subject-specific knowledge of school discourse practices.

Language learning

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