dc.contributor.author |
Vandeyar, Saloshna
|
|
dc.contributor.author |
Runhare, Tawanda
|
|
dc.contributor.author |
Dzimiri, Patrick
|
|
dc.contributor.author |
Mulaudzi, Olga
|
|
dc.date.accessioned |
2015-02-05T12:18:17Z |
|
dc.date.available |
2015-02-05T12:18:17Z |
|
dc.date.issued |
2014-07 |
|
dc.description.abstract |
On attainment of democracy, South Africa ratified several international conventions
such as UN Convention on the Elimination of all forms of Discrimination against
Women (CEDAW), the Convention on the Rights of the Child (CRC) Education for All
(EFA) and the Millennium Development Goals (MDG), which all among other objectives,
seek to attain gender equality in education. This study investigated how, despite their
formal access to schooling, pregnant learners at two high schools in Vhembe district of
South Africa faced challenges in actively participation in schooling. The study used key
participant and focus group interviews to gather the views of 6 pregnant learners
enrolled at two formal schools, 12 mainstream learners, and 12 teachers on the
participation of pregnant learners in school curriculum activities. The study revealed
that although the country’s bill of rights and the education policy on the management
of pregnancy in schools created prospects for equal educational provision for pregnant
teenagers in South Africa, on the ground, there were conservative socio-cultural beliefs,
values and norms that militated against pregnant teenagers’ full educational
participation and opportunity. The study therefore concluded that there is a split
between official policy and practice, or espoused theories of action and the actual
theories-in-use which negatively impacted on equal educational opportunity for enrolled
pregnant learners in South African formal schools. |
en_ZA |
dc.description.librarian |
hb2015 |
en_ZA |
dc.description.uri |
http://www.journals.co.za/ej/ejour_genbeh.html |
en_ZA |
dc.identifier.citation |
Vandeyar, S,Dzimiri, P, Runhare, T & Mulaudzi, O 2014, 'The non-alignment of espoused theories of action to theories-in-use : sociocultural hurdles to provision of equitable educational opportunity for pregnant learners at South African conventional schools', Gender & Behaviour, vol. 12, no. 1, pp.6095-6112. |
en_ZA |
dc.identifier.issn |
1596-9231 (print) |
|
dc.identifier.uri |
http://hdl.handle.net/2263/43557 |
|
dc.language.iso |
en |
en_ZA |
dc.publisher |
Ife Centre for Psychological Studies in Ile-Ife, Nigeria |
en_ZA |
dc.rights |
© 2014 Ife Centre for Psychological Studies/Services, Ile-Ife, Nigeria |
en_ZA |
dc.subject |
Espoused theory |
en_ZA |
dc.subject |
Theory-in-use |
en_ZA |
dc.subject |
Formal schooling |
en_ZA |
dc.subject |
Educational opportunity |
en_ZA |
dc.subject |
Pregnant learner |
en_ZA |
dc.title |
The non-alignment of espoused theories of action to theories-in-use : sociocultural hurdles to provision of equitable educational opportunity for pregnant learners at South African conventional schools |
en_ZA |
dc.type |
Article |
en_ZA |