A Confluence of Liminality in a Rural Learner Transitioning to Boarding School in South Africa

Autor/inn/en	Bennett, Taryn; Ramsaroop, Sarita; Petersen, Nadine
Titel	A Confluence of Liminality in a Rural Learner Transitioning to Boarding School in South Africa
Quelle	In: Issues in Educational Research, 31 (2021) 2, S.404-420 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Rural Areas; Social Isolation; Boarding Schools; Educational Opportunities; Student Adjustment; Males; Case Studies; Academic Achievement; Social Development; Economically Disadvantaged; Foreign Countries; Educational Benefits; Social Differences; Educational Quality; Student Attitudes; Parent Attitudes; Homework; Teacher Attitudes; Eating Habits; Food; Sleep; Safety; Barriers; Attendance; Transportation; South Africa + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Soziale Isolation; Boarding school; Internat; Bildungsangebot; Bildungschance; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Male; Männliches Geschlecht; Case study; Fallstudie; Case Study; Schulleistung; Soziale Entwicklung; Ausland; Bildungsertrag; Sozialer Unterschied; Quality of education; Bildungsqualität; Schülerverhalten; Elternverhalten; Hausaufgabe; Lehrerverhalten; Ernährungsgewohnheit; Essgewohnheit; Lebensmittel; Schlaf; Sicherheit; Anwesenheit; Verkehrswesen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Many rural children in South Africa are subjected to social isolation, poor quality schooling and other related challenges, which impacts their growth and development and access to post-school educational opportunities. Well-functioning boarding schools offer a solution but research in South Africa is still in its infancy. Using the theoretical frame of liminality, in a qualitative case study, the authors explore the influence of a well-functioning boarding school on the social and academic development of a socioeconomically disadvantaged rural male learner. Data from interviews, observations, progress reports and open-ended questionnaires were analysed using content analysis procedures and interpreted for evidence of possible shifts, tensions, and challenges. The findings confirm that while the young man benefitted both academically and socially, the confluence of liminal spaces in his transition from a rural background to boarding school, resulted in ongoing tensions that prolonged his state of liminality. We discuss the consequences for the learner and our roles as researchers and engage with the implications for this type of research for development agents both in South Africa and internationally. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01