1,721,008 research outputs found
Narratives of differently abled persons : informing career guidance policy
Get PDFThesis (PhD)--University of Pretoria, 2013.The purpose of this study was to understand how experiences of differently abled persons could inform career guidance policy. Career Construction for Hephapreneurship was developed as a conceptual model from multiple discourses to inform the inquiry, including career psychology, entrepreneurship, existentialism and psychology of disability. The sociopolitical approach to disability framed the study epistemologically. The study consisted of multiple case studies involving disabilities classified under auditory, hearing impairments, intellectual, physical and visual types. Participants (n 6, 3 males and 3 females) were chosen according to purposive sampling. Data were collected through face-to-face and narrative interviews, audio-recorded and transcribed verbatim. Additional views were also collected via face-to-face interviews with (n–10) stakeholders with an interest in issues of disability and inclusion of differently abled persons. Two themes emerged from the inductive thematic analysis of data sources. It was found that disability remains stigmatised in Lesotho. Discriminatory practices include parents excluding their differently abled children in their early lives. Social exclusion seems to continue from home to school and into the world of work: DAPs experience discrimination in education because of late schooling and the absence of both career guidance services and inclusive policy. As a consequence DAPs’ career choice is limited due to such stigma - related barriers. Attitudes of stigma and discriminative actions thus appear to confine DAPs to particular careers within an already high unemployment world-of-work landscape. Both self-advocacy by DAPs and representative advocacy emerged as informal ways to counter the absence of formal policy. In response to limited career options DAPs seem to prefer entrepreneurial careers to promote self-empowerment. Nonetheless education limitations also mean that DAPs have skill deficits, which inhibit entrepreneurial careers. Career Construction for Hephapreneurship was adapted based on findings to guide policy development in similar emerging economy countries. I posit hephapreneurship as a viable alternative career path to counter stigma and discrimination impeding DAPs’ career choices.Educational Psychologyunrestricte
Understanding Education for the Visually Impaired
Get PDFThe contribution that this book makes to scholarship is regarded as ground-breaking, as it is based on recent research conducted with teachers on the ground-level, as well as on research and experiences of practitioners, gained over many years. In this volume, Understanding education for the visually impaired, the focus falls on understanding visual impairment within the South African context, more specifically on what the education of these learners entails. In addition to the contribution to existing literature in the fields of inclusive education and visual impairment, the publication has practical application value for teachers and practitioners who work with and support such learners
Teaching Learners with Visual Impairment
Get PDFThis book, Teaching Learners with Visual Impairment, focuses on holistic support to learners with visual impairment in and beyond the classroom and school context. Special attention is given to classroom practice, learning support, curriculum differentiation and assessment practices, to mention but a few areas of focus covered in the book. In this manner, this book makes a significant contribution to the existing body of knowledge on the implementation of inclusive education policy with learners affected by visual impairment
Understanding Education for the Visually Impaired
Get PDFThe contribution that this book makes to scholarship is regarded as ground-breaking, as it is based on recent research conducted with teachers on the ground-level, as well as on research and experiences of practitioners, gained over many years. In this volume, Understanding education for the visually impaired, the focus falls on understanding visual impairment within the South African context, more specifically on what the education of these learners entails. In addition to the contribution to existing literature in the fields of inclusive education and visual impairment, the publication has practical application value for teachers and practitioners who work with and support such learners
Teaching Learners with Visual Impairment
No full textThis book, Teaching Learners with Visual Impairment, focuses on holistic support to learners with visual impairment in and beyond the classroom and school context. Special attention is given to classroom practice, learning support, curriculum differentiation and assessment practices, to mention but a few areas of focus covered in the book. In this manner, this book makes a significant contribution to the existing body of knowledge on the implementation of inclusive education policy with learners affected by visual impairment
Narratives of pedagogical gaps in emerging professional identities of second career teachers in South Africa
Get PDFAbstract: Very rarely does education reform address the training that teachers receive. This thesis investigated the potential gaps in teacher training, specifically in the post graduate certificate in education (PGCE). The focus on the PGCE allowed for the focus on the experiences of second career teachers, those who have studied and worked in a field other than education and have now chosen to become teachers. These narratives of the PGCE qualification, and its offering to these teachers in their careers, provided valuable professional insights into teacher training. This thesis addressed three research questions (one primary, and two secondary): • How do the central themes that emerge from South African PGCE students’ narratives indicate pedagogical gaps around identity and emotional intelligence in teacher training? • How can the training and induction narratives of second career teachers be used to develop a conceptual framework for teacher professional identity? • What recommendations can be made to include an awareness of identity formation and emotional intelligence in traditional teacher education programmes in South Africa? The introduction to the study situated it in the unique South African educational landscape and clarified the role of second career teachers. The literature set the conceptual and theoretical framework by focusing on teacher professional identity as conceptualised by Tateo (2012) and Akkerman and Meijer (2010). The data was collected through snowball sampling which resulted in ten individual interviews with second career teachers, eight written submissions on Google Forms and a focus group interview with five experienced teachers. The data provided a thick description of the different facets of the PGCE, developing teacher professional identity and recommendations for the improvement of teacher training. The findings demonstrated the importance of modelling effective teaching practice in the school practical, the need for more collaboration between universities and schools in teacher training and the importance of regulated mentorship. A synthesis of Tateo (2012) and Akkerman and Meijer’s (2010) models of teacher professional identity is presented and the importance of emotional intelligence as an underpinning factor in all facets of teacher professional identity. Key words: PGCE, second career teachers, teacher professional identity, emotional intelligence, mentorship.Ph.D. (Educational Psychology
Career construction and support of D/deaf high school learners in the Eastern Cape Province
Get PDFD/deaf people typically are not employed, or work in menial jobs, although they have been through high1 school in the Eastern Cape Province of South Africa. The researcher has not observed them in professional careers. However, there is no empirical evidence why the D/deaf are excluded from the formal labour market after schooling. Understanding the underlying factors influencing such observations was important. The problem manifested in unemployment in the formal labour sector, but the researcher wanted to understand the root cause of this problem in depth. The aim of the study is to explore and critically analyse the D/deaf high school learners' construction of their careers and the supports available to them in constructing and realising their career aspirations. The international literature reviewed identifies knowledge gaps concerning career construction and supportive imperatives of D/deaf high school learners. The theory of career construction by Savickas (2005) frames this study and has been used throughout to guide and inform the study. This is a descriptive qualitative case study of career construction and support (Creswell, 2013). It was conducted in two of the five schools for the Deaf in two districts of the Eastern Cape. The learners came from rural, semi-rural and semi-urban homes. The schools (rural and semirural) were purposefully selected to participate in the study. The study population includes four participant groups; the deaf learners in high school (grade 10 -12), their parents, the teachers involved in the career guidance of the learners and members of the Department of Basic Education who were responsible for career guidance in deaf high schools. The data was collected using multiple methods: focus group discussions, individual interviews and document reviews. The findings indicate that careers are constructed under adverse conditions. These lead to learners' perceptions of limited support. The challenges with learning the school curriculum was a barrier to acquiring basic skills required for their careers. The challenges include an inability to use of South African Sign Language, a critical barrier affecting communication across participants (learners, teachers, Department of Education officials and parents). This impacted on teaching, learning, support, guidance and general communication. The contextual challenges and limited support structures negatively influence the way D/deaf high school learners in the Eastern Cape Province construct their future careers, their parents, the education system and the role played by organisations of Deaf people. The study shows that careers are constructed in a context of both positive and negative influences. The combination of both the negative influences and limited supports impacts more heavily on career construction than do the positive influences. D/deaf people in the Eastern Cape have limited opportunities to obtain employment in professional occupations because of the way the education system and society prepares them for such careers. The issues of colonialism and the previous apartheid regime still influence both the education system and the South African society
La orientación en Sudáfrica como una travesía de justicia social
Get PDFEste artículo abarca el tema de la Orientación Profesional en Sudáfrica. La educación de la gente morena esta contextualizada en la injusticia social desde la época del sistema del apartheid hasta el día de hoy. La pregunta de esta investigación fue: ¿Cómo contribuyen las experiencias de ferias de carreras para estudiantes que viven en comunidades pobres a modelos innovadores para una provisión de orientación profesional socialmente justa? La metodología fue cualitativa-fenomenológica con el diseño de caso auto etnográfico. El sistema del apartheid fue diseñado para sujetar a la gente negra. El arquitecto de aquel sistema, una vez declaró una exclusión política y sistematizada del niño negro a partir del sistema educativo de bantú para la gente morena a quienes fueron descuidadas. En este trabajo muestro cómo la orientación profesional fue un sistema usado por el gobierno para marginalizar al niño moreno. La psicología sigue siendo utilizada como herramienta para conquistar a los alumnos negros. La gran mayoría de ellos no alcanzan ingresar en programas educativos, con la consecuencia de un número menos importante de profesores negros en el campo de la orientación profesional. Este viaje de injusticia social está presente en el sistema educativo sudafricano hasta hoy y como una medida hacia la descolonización e inclusión, el status quo tiene que cambiar.Facultad de Psicologí
Career guidance in South Africa as a social justice travesty
Get PDFThis article covers the subject of career guidance in South Africa. The education of the black people is contextualized in social injustices from the time of the system of apartheid to the present day. The question this research answered was: How do the experiences of career fairs for students living in poor communities contribute to innovative models for provision of socially just career guidance? The methodology was qualitative-phenomenological with the auto-ethnographic case design. The apartheid system was designed to hold back black people. The architect of that system once declared a political and systematized exclusion of the black child through the Bantu education system for the black people who were neglected. In this article I show how career guidance was a system used by the government to marginalize the black child.
Even today, psychology is still used as a tool to subjugate black students. A great majority of them do not access educational programs in disciplines such as psychology with a consequence of a smaller number of black lecturers in the field of career guidance.
This journey of social injustice lies at the center of the educational system to this day, and as a measure towards decolonization and inclusion, the status quo has to change because it is a social justice travesty.Facultad de Psicologí
Exploring factors affecting women in the family business from entrepreneurship students' perspectives
No full textThis study aims to highlight the perceptions of entrepreneurship students in Indian private universities towards factors that affect women's entrepreneurial success in the future. The study adopted an exploratory way to explore the factors affecting women entrepreneurs in family businesses. The data for the study was collected from students studying in higher education institutions by conducting interviews using the interpretative phenomenological analysis (IPA) technique with 26 respondents. The institutions were finalized based on their record for running entrepreneurship programs at the postgraduate level. The study provides a base for developing nations with non-egalitarian contexts to encourage women to join family businesses
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