‘We are never invited’: School children using collage to envision care and support in rural schools

Khanare, Fumane P.; Lange, Naydene de

doi:10.15700/saje.v37n1a1271

Cited by 9 publications

(7 citation statements)

References 8 publications

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“…Data was generated from May to October 2019 in two rural primary schools located in the Berea district of Lesotho, where LVIs receive teaching and learning. These schools offer mainstream education to all learners with different disabilities which predominantly consist of learners without any impairment, followed by LVIs, learners with intellectual disabilities and others, however, are on the other hand challenged to respond adequately to the unique needs of such learners (Khanare & De Lange, 2017 ). Twenty-eight participants were chosen through purposive sampling.…”

Section: Methodsmentioning

confidence: 99%

Improving The well-being of learners with visual impairments in rural Lesotho schools: an asset-based approach

Ramatea

Khanare

2021

International Journal of Qualitative Studies on Health and Well

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Purpose: The scarcity of resources, especially in Lesotho rural schools, obstruct the holistic well-being of learners with visual impairments (LVIs). Moreover, the voices of LVIs are often missing about the use of resources to improve their well-being. The study explored an assetbased approach for the improvement of LVIs' well-being in Lesotho. Method: Twenty-eight participants, including six teachers, four learners with and four learners without visual impairments, from two rural primary schools in Lesotho, were purposively chosen. Focus group discussions and collages were employed to generate data. The data were then analyzed thematically. Results: Involving LVIs in the decision-making, building positive relationships within the school, collaboration with parents and school leaders were provided as 'enabling assets' to improve the well-being of learners. Findings also revealed the constraints on LVIs' holistic well-being, such as, lack of management of the existing resources, shortage of qualified teachers, and inadequate teaching resources. These were consistent with those identified in the literature, highlighting the asset-based complexity approach in rural schools. Conclusions: While the asset-based approach is virtuous, it may not be sufficient if the existing assets are not adequately managed. Therefore, were argue for the critical use of the asset-based approach towards improving the well-being of LVIs.

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Section: Methodsmentioning

confidence: 99%

Improving The well-being of learners with visual impairments in rural Lesotho schools: an asset-based approach

Ramatea

Khanare

2021

International Journal of Qualitative Studies on Health and Well

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“…Hargreaves emphasizes the importance of partnerships between parents, school and rural community. This collaboration maintains the schoolchildren emotional state and is established in the process of development of a locally relevant curriculum based on the nature and types of activities of a given settlement [13], or participation in school-based initiatives towards care and support [20]. Shamah points to the important role of extracurricular activities (sports, theater, band, Future Farmers of America) and community-based activities (for example, community symphony, community classes, community events), along with work experiences, which are all important for developing a strong sense of purpose that will further contribute to their professional education [32].…”

Section: Literature Reviewmentioning

confidence: 99%

Determining the integral coefficient of psychological comfort of rural school education

Korshunova¹,

Baiborodova²,

Bykova³

2021

P Sci Edu

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Significance of the study. The modern global digital world often represents a threat to human security which is directly associated with psychological comfort. In this context, the research aimed at assessing psychological comfort of the educational environment in rural schools seems to be particularly relevant. The objective of the study is to study the state of psychological comfort of education in a rural school. Methods. The methods of theoretical content analysis, comparative analysis, methods of mathematical processing were used (calculations by formulas for the indicator of attitude to the educational environment, the index of satisfaction with the characteristics of the environment, the index of security in accordance with the method of I.A. Baeva), Google-forms. The Google survey involved 3223 respondents from 10 regions of the Russian Federation; meta-analysis of 217366 empirical facts was performed. Research results. The main characteristic was the integral coefficient of the psychological comfort of education in rural school, which, according to the modernized methodology of I.A. Bayeva, is determined on the basis of three indicators. The integral coefficient of the psychological comfort of education in rural school was determined, which consisted of three indicators. The integral indicator of attitude to the educational environment is recorded as a percentage and is characterized by medium and high levels of satisfaction with the environment on the part of teachers, students and their parents (from 61% to 80%). The index of satisfaction with significant characteristics of the educational environment (an ordinal scale from 1 to 5 is used) shows that in 9 out of 10 regions a higher level of satisfaction was recorded for teachers and parents (high integral indicator – 3-3.9) compared with students (average integral indicator – 2-2.9). The index of psychological safety of the educational environment of school shows a higher degree of protection of parents (high integral indicator – 3-3.9) compared with children and teachers (integral indicator is below average – 1-1.9). Research significance. The results obtained can be useful for heads of educational institutions, teachers and parents interested in creating and maintaining a psychologically comfortable environment in rural school.

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“…A collage is a piece of art, made by sticking various pictures and other materials on a poster or similar backing, it represents feelings and experiences about the situation depicted (Khanare & de Lange, 2017) (in this instance what enables or constrains first year female EGD PSTs spatial visualization ability). Using art as a research method provides researchers with a window into the lived experiences of the participant and a means to understand how they make meaning of these experiences pertaining to what enables or constrains their spatial visualization ability; their enculturation, stereotypes, etc.…”

Section: Figure 2 Psvt: R Example Problemmentioning

confidence: 99%

An Exploration of First Year Pre-service Engineering Graphics and Design Teachers’ Spatial Visualisation Ability at a University of Technology

Singh-Pillay

Sotsaka

2020

Journal for the Education of Gifted Young Scientists

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‘We are never invited’: School children using collage to envision care and support in rural schools

Cited by 9 publications

References 8 publications

Improving The well-being of learners with visual impairments in rural Lesotho schools: an asset-based approach

Improving The well-being of learners with visual impairments in rural Lesotho schools: an asset-based approach

Determining the integral coefficient of psychological comfort of rural school education

An Exploration of First Year Pre-service Engineering Graphics and Design Teachers’ Spatial Visualisation Ability at a University of Technology

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