CITATION: Joorst, J. 2021. Die rol van nie-akademiese mentorskap om studente uit gemarginaliseerd... more CITATION: Joorst, J. 2021. Die rol van nie-akademiese mentorskap om studente uit gemarginaliseerde groepe by 'n universiteit te laat inskakel – 'n gevallestudie. LitNet Akademies, 18(1):423-449.The original publication is available at https://www.litnet.co.zaDie protesoptrede van universiteitstudente wêreldwyd en veral in Suid-Afrika het die afgelope tyd die soeklig op toegang tot die hoër onderwys gewerp. Die gewysigde kriteria vir programakkreditasie van die Hoëronderwysgehaltekomitee moedig universiteite egter nou aan om hulle toelatingsbeleide met die Nasionale Plan vir Hoër Onderwys te versoen en toegang tot hoër onderwys te verbreed deur vir “buigsame toegangsroetes” voorsiening te maak (RHO 2004:9). Een so ’n buigsame toegangsroete aan die Universiteit Stellenbosch (US) is SciMathUS, ’n jaar lange oorbruggingsprogram vir wetenskap en wiskunde, wat benadeelde studente ’n tweede geleentheid bied om hulle prestasie in dié vakke te verbeter om universiteitstoelating te be...
CITATION: Joorst, J. 2019. Opvoederwees te midde van die realiteite van landelike geenskoolfondsl... more CITATION: Joorst, J. 2019. Opvoederwees te midde van die realiteite van landelike geenskoolfondslaerskole. LitNet Akademies, 16(1):367-394.The original publication is available at https://www.litnet.co.zaENGLISH ABSTRACT : At the dawn of democracy in South Africa in 1994 the new government was faced with the challenge of participating in a global neoliberalist world while at the same time having to address historical inequalities in its education system. No-fee schools came about as a government strategy to address the negative impact of poverty and rising school costs on the poor in South Africa. These are public schools where no school fees are charged to parents with a limited income because the state pays for every schoolgoing learner in the school, for the learning materials needed, as well as the costs for the upkeep of the school. The problem is that hegemonic ideas about what the ideal teacher ought to be as well as the predominant focus on school results very often prevent ...
CITATION: Joorst, J. 2017. Die navigasiepraktyke van leerders uit arm, landelike gebiede. LitNet ... more CITATION: Joorst, J. 2017. Die navigasiepraktyke van leerders uit arm, landelike gebiede. LitNet Akademies, 14(3):718-737.The original publication is available at https://www.litnet.co.zaHierdie artikel handel oor ’n groep arm, landelike leerders se belewing van hulle skoling in ’n landelike woongebied. Dit beskryf die hoërskoolleerders se aanpassings- en navigasiestrategieë in eendimensionele eendersmakende skoolomgewings wat dikwels nie leerders se unieke vorme van kapitaal in ag neem nie. Met behulp van etnografiese metodes ondersoek hierdie bydrae hoe dié leerders hulle posisioneer in én sin gee aan ’n skoolstelsel wat almal oor dieselfde prestasiegedrewe kam skeer. Bourdieu se teoretiese lens van gebied, habitus en kapitaal is gebruik om aan te voer dat leerders uit arm, landelike gebiede se navigasiepraktyke verstaan behoort te word aan die hand van die wisselwerking tussen hulle liggame en die gebied waarin hulle funksioneer. Bourdieu se teorieë word in die artikel meer breed...
CITATION: Joorst, J. 2019. Opvoederwees te midde van die realiteite van landelike geenskoolfondsl... more CITATION: Joorst, J. 2019. Opvoederwees te midde van die realiteite van landelike geenskoolfondslaerskole. LitNet Akademies, 16(1):367-394.
Southern African Review of Education with Education with Production, 2015
This article focuses on how poor, rural working-class youth experience their education as they mo... more This article focuses on how poor, rural working-class youth experience their education as they move through the spaces of their home, community and school. It entails an analysis of high-school students against the background of fast-changing social-reproductive contexts of rural families, communities and schools in South Africa in the post-apartheid era. By making use of multi-site ethnographic study methods, an analysis is offered of what rural youth do to mediate between the structural reproductive influences of their learning environments and their educational aspirations. The article uses Bourdieu's theoretical lens of field, (self-schooled) habitus and capital to argue that many working-class students are not merely passive receivers of global influences and changing social structures, but are active creators of their local realities. The purpose of the article is to shed light on the way in which rural working-class students, positioned in disintegrating socialisation str...
CITATION: Joorst, J. 2017. Die navigasiepraktyke van leerders uit arm, landelike gebiede. LitNet ... more CITATION: Joorst, J. 2017. Die navigasiepraktyke van leerders uit arm, landelike gebiede. LitNet Akademies, 14(3):718-737.
When a black 2nd-year student educator gets chased away from a school whilst doing his teaching p... more When a black 2nd-year student educator gets chased away from a school whilst doing his teaching practice for hair ‘not setting an appropriate example to learners’, the incident elicits questions about the rights of student educators during teaching practice, as well as the extent to which universities and schools care for, support and prepare student educators for the realities of schooling in South Africa. I situate the article in Transformation in Higher Education and the discourses of moral education concerning universities’ preparation of student educators in conjunction with schools in South Africa. The purpose in this article is to critically evaluate the neoliberal regulatory environment that frames education in general and how this has led to ‘uncaring’ environments in which student educators must operate during the execution of their teaching practice. I applied an ethics-of-care- approach to conceptually discuss the central role that care should play in the professional de...
CITATION: Joorst, J. 2021. Die rol van nie-akademiese mentorskap om studente uit gemarginaliseerd... more CITATION: Joorst, J. 2021. Die rol van nie-akademiese mentorskap om studente uit gemarginaliseerde groepe by 'n universiteit te laat inskakel – 'n gevallestudie. LitNet Akademies, 18(1):423-449.The original publication is available at https://www.litnet.co.zaDie protesoptrede van universiteitstudente wêreldwyd en veral in Suid-Afrika het die afgelope tyd die soeklig op toegang tot die hoër onderwys gewerp. Die gewysigde kriteria vir programakkreditasie van die Hoëronderwysgehaltekomitee moedig universiteite egter nou aan om hulle toelatingsbeleide met die Nasionale Plan vir Hoër Onderwys te versoen en toegang tot hoër onderwys te verbreed deur vir “buigsame toegangsroetes” voorsiening te maak (RHO 2004:9). Een so ’n buigsame toegangsroete aan die Universiteit Stellenbosch (US) is SciMathUS, ’n jaar lange oorbruggingsprogram vir wetenskap en wiskunde, wat benadeelde studente ’n tweede geleentheid bied om hulle prestasie in dié vakke te verbeter om universiteitstoelating te be...
CITATION: Joorst, J. 2019. Opvoederwees te midde van die realiteite van landelike geenskoolfondsl... more CITATION: Joorst, J. 2019. Opvoederwees te midde van die realiteite van landelike geenskoolfondslaerskole. LitNet Akademies, 16(1):367-394.The original publication is available at https://www.litnet.co.zaENGLISH ABSTRACT : At the dawn of democracy in South Africa in 1994 the new government was faced with the challenge of participating in a global neoliberalist world while at the same time having to address historical inequalities in its education system. No-fee schools came about as a government strategy to address the negative impact of poverty and rising school costs on the poor in South Africa. These are public schools where no school fees are charged to parents with a limited income because the state pays for every schoolgoing learner in the school, for the learning materials needed, as well as the costs for the upkeep of the school. The problem is that hegemonic ideas about what the ideal teacher ought to be as well as the predominant focus on school results very often prevent ...
CITATION: Joorst, J. 2017. Die navigasiepraktyke van leerders uit arm, landelike gebiede. LitNet ... more CITATION: Joorst, J. 2017. Die navigasiepraktyke van leerders uit arm, landelike gebiede. LitNet Akademies, 14(3):718-737.The original publication is available at https://www.litnet.co.zaHierdie artikel handel oor ’n groep arm, landelike leerders se belewing van hulle skoling in ’n landelike woongebied. Dit beskryf die hoërskoolleerders se aanpassings- en navigasiestrategieë in eendimensionele eendersmakende skoolomgewings wat dikwels nie leerders se unieke vorme van kapitaal in ag neem nie. Met behulp van etnografiese metodes ondersoek hierdie bydrae hoe dié leerders hulle posisioneer in én sin gee aan ’n skoolstelsel wat almal oor dieselfde prestasiegedrewe kam skeer. Bourdieu se teoretiese lens van gebied, habitus en kapitaal is gebruik om aan te voer dat leerders uit arm, landelike gebiede se navigasiepraktyke verstaan behoort te word aan die hand van die wisselwerking tussen hulle liggame en die gebied waarin hulle funksioneer. Bourdieu se teorieë word in die artikel meer breed...
CITATION: Joorst, J. 2019. Opvoederwees te midde van die realiteite van landelike geenskoolfondsl... more CITATION: Joorst, J. 2019. Opvoederwees te midde van die realiteite van landelike geenskoolfondslaerskole. LitNet Akademies, 16(1):367-394.
Southern African Review of Education with Education with Production, 2015
This article focuses on how poor, rural working-class youth experience their education as they mo... more This article focuses on how poor, rural working-class youth experience their education as they move through the spaces of their home, community and school. It entails an analysis of high-school students against the background of fast-changing social-reproductive contexts of rural families, communities and schools in South Africa in the post-apartheid era. By making use of multi-site ethnographic study methods, an analysis is offered of what rural youth do to mediate between the structural reproductive influences of their learning environments and their educational aspirations. The article uses Bourdieu's theoretical lens of field, (self-schooled) habitus and capital to argue that many working-class students are not merely passive receivers of global influences and changing social structures, but are active creators of their local realities. The purpose of the article is to shed light on the way in which rural working-class students, positioned in disintegrating socialisation str...
CITATION: Joorst, J. 2017. Die navigasiepraktyke van leerders uit arm, landelike gebiede. LitNet ... more CITATION: Joorst, J. 2017. Die navigasiepraktyke van leerders uit arm, landelike gebiede. LitNet Akademies, 14(3):718-737.
When a black 2nd-year student educator gets chased away from a school whilst doing his teaching p... more When a black 2nd-year student educator gets chased away from a school whilst doing his teaching practice for hair ‘not setting an appropriate example to learners’, the incident elicits questions about the rights of student educators during teaching practice, as well as the extent to which universities and schools care for, support and prepare student educators for the realities of schooling in South Africa. I situate the article in Transformation in Higher Education and the discourses of moral education concerning universities’ preparation of student educators in conjunction with schools in South Africa. The purpose in this article is to critically evaluate the neoliberal regulatory environment that frames education in general and how this has led to ‘uncaring’ environments in which student educators must operate during the execution of their teaching practice. I applied an ethics-of-care- approach to conceptually discuss the central role that care should play in the professional de...
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