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Learner councillors’ perspectives on learner participation

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dc.contributor.author Phaswana, Edith
dc.date.accessioned 2012-10-01T10:18:35Z
dc.date.available 2012-10-01T10:18:35Z
dc.date.issued 2010
dc.identifier.citation Phaswana, E. 2010. Learner councillors’ perspectives on learner participation. South African Journal of Education, 30:105-122. en_US
dc.identifier.issn 2076-3433
dc.identifier.uri http://hdl.handle.net/10210/7763
dc.description.abstract Learner participation in South Africa was legislated in 1996 through the South African Schools Act, No. 84. Since then it has been a legal requirement to establish representative councils of learners (RCL) at secondary schools (with Grade 8 and higher) countrywide. I investigate the perspectives and experiences of participation with secondary schools learners elected to serve in representative councils of learners and school governing bodies. I adopted an interpretive qualitative methodology. In-depth interviews and focus groups were used. Three categories of experiences emerged: (1) learning experiences, (2) relational experiences, and (3) challenges faced by learner councillors. The data further suggest that there is an opportunity for learners to gain skills that could be useful for them. I offer a framework for learner participation that is grounded in social learning to promote meaningful participation. en_US
dc.language.iso en en_US
dc.publisher Education Association of South Africa en_US
dc.rights Education Association of South Africa en_US
dc.subject Learner councillors en_US
dc.subject Limpopo en_US
dc.subject Learner participation en_US
dc.subject Representative councils of learners en_US
dc.subject South Africa. Schools Act, 1996 en_US
dc.title Learner councillors’ perspectives on learner participation en_US
dc.type Article en_US

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