ETD Loader http://etd.sun.ac.za/jspui The SUNScholar ETD Loader system captures, stores, indexes, preserves, and distributes digital research material. The SUNScholar ETD Loader search engine Search the Channel search http://etd.sun.ac.za/jspui/simple-search Towards an understanding of the implication and challenge of the emerging church movement for ecclesiology in post-colonial African- an Evangelical Perspective http://hdl.handle.net/10019/7686 Title: Towards an understanding of the implication and challenge of the emerging church movement for ecclesiology in post-colonial African- an Evangelical Perspective <br/> <br/>Author: Odejayi, Abiodun Oladipupo <br/> <br/>Supervisor(s): Le Bruyns, Clint <br/> <br/>Abstract: ENGLISH ABSTRACT:; AFRIKAANSE OPSOMMING: <br/> <br/>Degree: Thesis (---)--Stellenbosch University, 2012. Wed, 22 Feb 2012 12:17:39 GMT African Pirates in the 21st Century: A Comparative Analysis of Maritime Piracy in Somalia and Nigeria http://hdl.handle.net/10019/7685 Title: African Pirates in the 21st Century: A Comparative Analysis of Maritime Piracy in Somalia and Nigeria <br/> <br/>Author: Cyril, Prinsloo Wed, 22 Feb 2012 11:22:32 GMT Parent and guardian support of Korean migrant learners' primary schooling experience http://hdl.handle.net/10019/7682 Title: Parent and guardian support of Korean migrant learners' primary schooling experience <br/> <br/>Author: Du Toit, Merise <br/> <br/>Supervisor(s): Ronelle Carolissen <br/> <br/>Abstract: ENGLISH ABSTRACT: Trans-national migration to English-speaking countries has become increasingly popular among Asian families. Their aim is for their children to obtain overseas educational credentials and to gain the English language as cultural capital in the global market. Over the past few years, South Africa has been perceived as a place where immigrants, as well as migrants can make a new life for themselves and their families. The study aimed to explore the support given by parents/guardians of Korean migrant learners with regard to the learners' primary schooling experiences. In seeking to understand the phenomenon of parent/guardian support of Korean migrant learners' primary schooling experiences, I use the ecosystemic approach, which is constructed by both the general systems and the ecological theories. I discuss the ecosystemic framework by dividing it into its micro-, meso- and macro-systems. In the research, within the micro- and meso-systems the parent/guardian was considered to be part of a larger system of family, school, education system and community. These systems interact with each other. Acculturation theory, which focuses on psychological adjustment of the migrant learners, influenced the inquiry. Furthermore, Korean migrant families struggle within various ecological social systems outside the family system. These include the educational, physical, mental health, economic and political systems, which can influence the reasons for migration. The matter of cultural differences and the way in which they influence Korean migrant learners' schooling experiences were also explored. The macro-systems analysis includes Bourdieu's theory on cultural capital and the social closure theory. The specific design selected for this study is a case study that is qualitative and explorative in nature. Semi-structured interviews were conducted with individual parents/guardians and a focus group to gather information regarding the support given to Korean migrants in their primary schooling experiences. The data was analysed within the micro-, meso- and macro-systems and themes emerged during the interviews. The findings revealed that the macro-systems focused on the reasons for migration, which were gaining English skills and experiencing the process of globalisation. The study also focused on the micro-systems and thus dealt with the diverse experiences of the participants, which included the family dynamics, the support given to Korean migrant learners and parents'/ guardians' perceptions of schooling experiences. The trans-national migrant families in South Africa vary between 'wild goose families', nuclear families and guardianships. The support given to Korean migrant learners ranges from emotional support (e.g. hugs, kisses and motivation), financial support (e.g. money for various things) and physical support (e.g. transport) to spiritual support (e.g. praying and going to church). It was concluded from the study that cultural capital and global positional competition play an important role in Korean migrant learners' primary schooling experiences. Although these parents/guardians bring the learners to South Africa to move away from the very formal education system of Korea, it seems as if they are still reinscribing familiar patterns of living in South Africa. It is questioned whether it is not better for Korean learners to be educated in Korea. They appear to improve their English language in South Africa, but may be compromised in other areas, such as emotional well-being, which could cause poor psychological adjustment. Therefore it is recommended that more knowledge be gained in order know how to support these learners effectively.; AFRIKAANSE OPSOMMING: Transnasionale migrasie na Engelssprekende lande het aansienlik uitgebrei onder Asiatiese families. Die rede hiervoor is om oorsese opvoedkundige getuigskrifte vir hulle kinders, en taalvaardigheid in Engels as kulturele kapitaal in die globale mark te verwerf. Oor die afgelope paar jaar was Suid-Afrika ʼn gewilde bestemming waar beide immigrante en migrante saam met hulle families ʼn nuwe toekoms vir hulself kan skep. Daar is met die studie gepoog om ondersoek in te stel na die ondersteuning wat die ouers/voogde van Koreaanse migrante leerders aan die kinders bied met betrekking tot hul skoolervaringe. Die ekosistemiese benadering brei uit op die algemene sisteme en die ekologiese teorieë om die verskynsel van ouer/voog-ondersteuning van Koreaanse migrante leerders tydens die leerders se ervaring in die primêre skool te verstaan. Ek het die ekosistemiese benadering as raamwerk vir my bespreking gebruik deur dit te verdeel in mikro-, meso- en makro-sisteme. Binne die mikro- en meso-sisteme word ouers/voogde bespreek as deel van die wyer sisteem van familie, skool, onderwysstelsel en gemeenskap. Hierdie sisteme is interverweef en in konstante wisselwerking met mekaar. Akkulturasieteorie, wat op die sielkundige aanpassing van die migrant leerders fokus, het hierdie ondersoek gerig. Die Koreaanse migrant families ervaar ook hindernisse binne verskeie ekologiese sosiale sisteme buite die familie-sisteem. Hierdie hindernisse word ervaar binne die opvoedkundige, fisiese en geestesgesondheid-, ekonomiese en politieke sisteme, wat die redes vir migrasie kan beïnvloed, asook die kulturele verskille en hoe dit die Koreaanse migrant leerders se skoolervaringe beïnvloed. Die makro-sisteme fokus op Bourdieu se teorie aangaande kulturele kapitaal en die sosiale sluitingsteorie. Die navorsingsontwerp van hierdie studie is ʼn gevallestudie en is kwalitatief en ondersoekend van aard. Semi-gestruktureerde onderhoude is met die deelnemers en ʼn fokusgroep gevoer om inligting rakende die ondersteuning van Koreaanse migrante leerders in die laerskool te verkry. Die data is ontleed binne die mikro-, meso- en makro-sisteme, asook die temas wat uit die onderhoude met die deelnemers ontstaan het. Die bevindinge het die deelnemers se diverse ondervindings binne die mikro-sisteem aan die lig gebring. Dit sluit in: familie dinamika, deelnemers se ervaring van ondersteuning aan Koreaanse migrante leerders, asook ouers/voogde se persepsies van die Koreaanse migrante-leerders se skoolervarings. Die studie was verder op die makro-sisteme gerig, waar die fokus op die redes vir migrasie was. Laasgenoemde verwys na die verwerwing van Engelse vaardighede en die belewing van globalisasie. Die slotsom van die studie is dat kulturele kapitaal en globale posisionele kompetisie ʼn belangrike rol speel in die Koreaanse migrante leerders se laerskool-ervaring. Alhoewel die ouers/voogde die leerders Suid-Afrika toe bring sodat hulle kan wegbeweeg van die baie formele opvoedingsisteem in Korea, blyk dit egter dat hul presies dieselfde patrone van onderrig en leer in Suid-Afrika beleef. Die vraag is dus: Sal dit nie beter wees vir sulke leerders om in Korea onderrig te ontvang nie? Onderrig in Suid-Afrika bied wel die geleentheid om beter vaardighede in Engels aan te leer, maar die vraag ontstaan: Wat is die prys wat hulle daarvoor moet betaal? In die lig hiervan is my aanbeveling dat meer kennis aangaande hierdie leerders se ervaring verwerf behoort te word ten einde meer effektiewe ondersteuning aan hulle te fasiliteer. <br/> <br/>Degree: Thesis (---)--Stellenbosch University, 2012. Wed, 22 Feb 2012 10:10:57 GMT Adolescent identity experiences of historically disadvantaged scholarship recipients attending independent South African high schools http://hdl.handle.net/10019/7681 Title: Adolescent identity experiences of historically disadvantaged scholarship recipients attending independent South African high schools <br/> <br/>Author: Simpson, Abigail <br/> <br/>Supervisor(s): Carolissen, Ronelle <br/> <br/>Abstract: ENGLISH ABSTRACT: Little is known about the experiences that previously disadvantaged bursary and scholarship learners have in independent South African schools. Many scholarship and bursary recipients are from homes that fall into the low to middle income groups and they find themselves surrounded by boys and girls who are from high income, affluent homes. The aim of this study is to gain an understanding of the experiences that scholarship learners have within independent school environments and to find out what the opportunities and challenges are that they may face. Bronfenbrenner‟s bioecological model was used as theoretical framework as it incorporates a number of different interconnected systems that will influence the participant's lives and their experiences. These microsystems included parents, school, peers and the individual. This study's research methodology is a phenomenological approach which is embedded within the interpretative paradigm. Purposeful sampling was used to select eight learners from four different independent schools in the Western Cape. Two semi-structured interviews were conducted within two months of each other, with each of the participants. Phenomenological data analysis was conducted to analyse the information provided in the interviews. The research findings indicated that previously disadvantaged scholarship learners face a great deal of pressure in the form of high expectations being placed on them, both academically and behaviourally. Racial stereotyping was found to be prevalent with regards to assumptions made about learner's academic abilities and financial backgrounds. Challenges related to cultural difference and financial challenges were also noted.; AFRIKAANSE OPSOMMING: Min is bekend oor die ervarings wat voorheen benadeelde beurs-leerders in onafhanklike (private) Suid-Afrikaanse skole. Baie beurshouers kom uit huise wat in die lae tot middel inkomste groepe val, en hulle vind hulself tussen seuns en meisies wat van hoë-inkomste huise kom. Die doel van hierdie studie is om die ervarings wat die beursleerders in onafhanklike skool omgewings beter te verstaan en vas te stel watter geleenthede en uitdagings hulle ervaar. Bronfenbrenner se bioëkologiese model word gebruik as ‟n teoretiese raamwerk omdat dit verskillende stelsels insluit wat ‟n invloed sal hê op die deelnemers se lewens en ervarings. Die mikrostelsel sluit die ouers, skool, portuurgroep en individu in. Hierdie studie se navorsingsmetodologie is 'n fenomenologiese benadering wat binne die interpretatiewe paradigma ingebed is. Doelgerigte steekproefneming is gebruik om agt leerders van vier verskillende onafhanklike skole in die Wes-Kaap te kies. Twee semi-gestruktureerde onderhoude is gevoer met elkeen van die deelnemers tussen ‟n tydperk van twee maande. Fenomenologiese data-analise is gebruik om die inligting van die onderhoude te analiseer. Die navorsingsbevindinge het aangedui dat die deelnemers baie druk ervaar in die vorm van hoë verwagtinge wat op hulle geplaas word, in terme van hul akademiese prestasie en gedrag. Algemene rasse-stereotipering was gevind met betrekking tot die aannames wat gemaak is oor die leerders se akademiese vermoëns en finansiële agtergronde. Kulturele verskille en finansiële uitdagings is ook opgemerk. <br/> <br/>Degree: Thesis (---)--Stellenbosch University, 2012. Wed, 22 Feb 2012 09:48:32 GMT