Relanguaging Language from a South African Township School

2021 ◽  
Author(s):  
Lara-Stephanie Krause
Keyword(s):  
South African ◽  
South African Township

scholarly journals Community Viral Load and CD4 Count Distribution Among People Living With HIV in a South African Township

2013 ◽  
Vol 63 (4) ◽  
pp. 498-505 ◽  
Author(s):  
Katharina Kranzer ◽  
Stephen D. Lawn ◽  
Leigh F. Johnson ◽  
Linda-Gail Bekker ◽  
Robin Wood
Keyword(s):  
Viral Load ◽  
South African ◽  
Cd4 Count ◽  
People Living With Hiv ◽  
Count Distribution ◽  
Living With Hiv ◽  
South African Township

scholarly journals “I’m not a teacher”: A case of (dys)functional parent-teacher partnerships in a South African township

2021 ◽  
Vol 41 (3) ◽  
pp. 1-13
Author(s):  
Rockie Sibanda
Keyword(s):  
Parental Involvement ◽  
South African ◽  
Teaching Role ◽  
Role Of Parents ◽  
Teachers And Parents ◽  
Children's Schooling ◽  
Successful School ◽  
Pedagogical Function ◽  
South African Township

Teachers collaborating with parents is an axiom of successful school programmes. The parents’ role should be supportive and complementary to the teachers’ pedagogical function. A functional or dysfunctional parent-teacher partnership is a predictor of children’s success or failure in school. The functionality of parent-teacher partnerships is often measured through student achievement. The aim of this article was to illuminate how a coordinated parent-teacher partnership can be supportive to children’s schooling. Focus is on teachers’ teaching role complimented with the supportive and monitoring role of parents. Data were collected through interviews with parents and teachers at a township primary school. I engage the concern that a lack of parental involvement affects parent-teacher partnerships in township schools. Findings of this study demonstrate teachers’ lack of understanding of the sociocultural and economic circumstances constraining parental involvement, resulting in a chasm of understanding between teachers and parents on how to collaboratively support children’s learning positions at school and at home.

Resource Utilisation in Groups of Black South African Adolescents: Gender, Age, and Individual Differences

1997 ◽  
Vol 20 (2) ◽  
pp. 231-248 ◽  
Author(s):  
Christine Liddell ◽  
Chris McConville
Keyword(s):  
Academic Achievement ◽  
Individual Differences ◽  
Positive Affect ◽  
South African ◽  
Resource Utilisation ◽  
Older Children ◽  
Black South African ◽  
South African Township

This study uses a movie-viewing instrument to assess patterns of resource utilisation in South African township adolescents. The degree to which resource utilisation and other task behaviours were associated with gender, age, and individual differences form the focus. Boys used more gestures denoting dominant and subordinate status, were more physically aggressive, and were generally more coercive than girls. Older children shared the resource more equitably, showed more positive affect, and spent less time issuing directives. There were inequities in children’s access to the movie. However, neither on-task behaviours nor participants’ academic achievement were consistently associated with some children accessing the movie more than others.

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