Teachers' Perceptions of Learners Who Are Street Children: A South African Case Study

Autor/inn/en	Dladla, Jacob; Ogina, Teresa Auma
Titel	Teachers' Perceptions of Learners Who Are Street Children: A South African Case Study
Quelle	In: South African Journal of Education, 38 (2018), Artikel 1653 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dladla, Jacob) ORCID (Ogina, Teresa Auma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Homeless People; Teacher Attitudes; Teacher Student Relationship; Educational Experience; Case Studies; Elementary School Teachers; Secondary School Teachers; Physical Characteristics; Student Behavior; Supervision; Living Standards; School Culture; Disadvantaged; South Africa + Suchen Sie Ihr Suchwort? Ausland; Homeless person; Homeless persons; Obdachloser; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungserfahrung; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Körperliche Erscheinung; Student behaviour; Schülerverhalten; Lebensstandard; Schulkultur; Schulleben; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Children living in the streets are a global phenomenon and the concept street children have multiple definitions. Yet little is known about what it means to be a street child attending school in South Africa. The focus of this paper is on how teachers conceptualise learners who are street children. Data was generated from interviewing 15 teachers from two primary schools and one secondary school with learners who are street children. The findings of the study show that teachers identify such learners by their physical appearance, their behaviour at school, the lack of care and supervision, and their portrayed living conditions. From the findings of this study, it seems that learners who are street children are conceptualised by the teachers as unable to "fit in and function" in the school environment since they cannot adjust to the norms and culture of the school. There is also need for surrogate parents to fill in the parental gap that poses challenges in the educational experiences of the learners. This creates a gap in the relationship between the learners and the teachers, which need to be addressed through policy, training and practice. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01