Education and Care: How Teachers Promote the Inclusion of Children and Youth at Risk in South Africa

Autor/inn/en	Balie, Lorna; Sayed, Yusuf
Titel	Education and Care: How Teachers Promote the Inclusion of Children and Youth at Risk in South Africa
Quelle	In: Education Sciences, 10 (2020), Artikel 273 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Balie, Lorna)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Foreign Countries; At Risk Students; Inclusion; Teacher Role; Child Welfare; Barriers; Crime; Violence; Learner Engagement; Caring; Student Needs; Teacher Student Relationship; Program Effectiveness; Curriculum; Holistic Approach; Academic Education; Social Development; Cognitive Development; Affective Behavior; South Africa + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Lehrerrolle; Kindeswohl; Crimes; Delict; Delicts; Delikt; Gewalt; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Curricula; Lehrplan; Rahmenplan; Holistischer Ansatz; Akademische Bildung; Soziale Entwicklung; Kognitive Entwicklung; Affective disturbance; Active behaviour; Affektive Störung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Children and youth at risk, particularly those placed in child and youth care centres (CYCC) in South Africa, have suffered from school disengagement due to multiple barriers to learning such as the exposure to crime and violence at a young age. As children and youth at risk at these centres find it difficult to engage in learning, new approaches need to be found to re-engage their interest to learn. This article discusses how the 'Curriculum of Care', an adaptation of the Curriculum and Assessment Policy Statement (CAPS), responds to the educational needs of children and youth at risk at a CYCC in the Western Cape. It draws primarily from interviews and a focus group discussion with the centre manager and teachers at the institution. The findings reveal that positive learning outcomes, and the effective integration of children and youth at risk, are shaped by positive teacher-learner relationships; however, the findings raise questions about the extent to which such a curriculum prepares children and youth at risk for life after they leave the institution. The article suggests that the institutions providing education and care for children and youth at risk need to provide a curriculum balancing academic rigour with care to promote a holistic, inclusive education programme that enables youth and children at risk to effectively navigate their entry into society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01