Die invloed van diskoerse op opvoeders en leerders se persepsies en praktyk in tuisskoling (Afrikaans)

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dc.contributor.advisor Bouwer, A.C., 1946- en
dc.contributor.postgraduate Van Schalkwyk, Lizebelle en
dc.date.accessioned 2013-09-06T19:44:25Z
dc.date.available 2011-06-07 en
dc.date.available 2013-09-06T19:44:25Z
dc.date.created 2011-04-12 en
dc.date.issued 2011-06-07 en
dc.date.submitted 2011-06-01 en
dc.description Thesis (PhD)--University of Pretoria, 2011. en
dc.description.abstract The aim of the study was to investigate the influence of discourses on homeschool educators’ and homeschool learners’ perceptions of homeschooling and the embodiment thereof in their homeschool practices. The literature confirms the importance of an in-depth investigation to study homeschool educators’ and homeschool learners’ experiences, values, norms, perceptions and discourses with regard to teaching and learning as well as the outcomes set by the homeschool educators. The various systems that the homeschool educators and homeschool learners participate in influence one another. Only when the unique context with its underpinning viewpoints, values, perceptions and discourses is understood will it be possible to see whether the outcomes set by the homeschool educator(s) have been attained. Knowledge in this regard can contribute to an increased understanding of the unique and complex homeschool context and the implications for teaching and learning as well as policy development regarding homeschooling. The unique nature of each homeschool practice emphasizes the importance of an in-depth study regarding the context, which can be seen as a form of subculture, which should be investigated closely in order to gain a deeper and richer understanding of this form of education. The discourses that the homeschool educators and homeschool learners subscribe to are part of this subjective frame. Understanding the discourses can contribute to a better understanding which will enable professionals to provide adequate support to homeschools in a well grounded and responsible manner. A multiple case-study of four homeschools was conducted, each involving the educators, fathers and learners in unstructured interviews and responses on a single projection plate, and including three observation sessions of day-to-day homeschooling activities. The aim of the interviews was to learn about the homeschools from the participants’ perspective. The projection plate was administered to tap into the participants’ personal meanings, thus enhancing the truth value of the research. The observation sessions were intended to yield insight into participants’ behaviour. Finally, a reflective interview was conducted with the homeschool educator for clarification and verification of specific matters. The data analysis entailed a selective discourse analysis of the interview data to the model of discursive psychology, identifying the participants’ primary and secondary discourses, and analysing and discussing a selection of their discursive statements. The projection plates were interpreted and compared to the interview data. The observation data were reviewed to examine the homeschool educators’ and homeschool learners’ behaviours and establish the degree of congruency among their interviews, projections and behaviours. Results and findings were interpreted within the framework provided by the bio-ecological model of Bronfenbrenner. Findings: The discourses that the homeschool educators subscribe to originate from the macrosystemic level and directly influence their perceptions and practices in homeschooling. Therefore, each homeschool is unique; each homeschool practice and many of the perceptions can only be understood and explained through closer investigation of the discourses subscribed to in the microsystem of the family. The discourses form the context of the homeschool and homeschool practices are embedded in this context. The reasons for homeschooling and all aspects that form part of the day-to-day functioning of the homeschool are driven by the discourses. en
dc.description.availability unrestricted en
dc.description.department Educational Psychology en
dc.identifier.citation Van Schalkwyk, L 2010, Die invloed van diskoerse op opvoeders en leerders se persepsies en praktyk in tuisskoling, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/25179 > en
dc.identifier.other D11/156/ag en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-06012011-123630/ en
dc.identifier.uri http://hdl.handle.net/2263/25179
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © 2010 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. en
dc.subject Tuisskool leerder en
dc.subject Diskoers in tuisskoling en
dc.subject Tuisskoling en
dc.subject Diskursiewe sielkunde en
dc.subject Diskoers-analise en
dc.subject Ervarings van tuisskool leerders en
dc.subject Persepsies van tuisskoling en
dc.subject Homeschool educators en
dc.subject Homeschool learners' experiences en
dc.subject Bio-ekologiese model en
dc.subject Subkultuur en
dc.subject Tuisskool opvoeder en
dc.subject UCTD en_US
dc.title Die invloed van diskoerse op opvoeders en leerders se persepsies en praktyk in tuisskoling (Afrikaans) en
dc.type Thesis en


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