Die impak van die 'institusionele habitus' van 'n werkersklasskool op die opvoedkundige wording van hul studente in 'n plattelandse dorp

[摘要] ENGLISH ABSTRACT : This study focuses on the impact of the institutional habitus of a working-class schoolin a rural town on the educational achievement of its students. The history of a countrysuch as South Africa forms an important part of students' humanity and ontology ascitizens of the country, but more specifically as individuals embedded in various areasand educational communities of importance. Although apartheid was ended bydemocracy more than 20 years ago, it is still relevant to the progress of education inSouth Africa. South Africa is still trapped in a system in which education within workingclass institutions, such as schools, is produced to serve middle-class interests. Theendemic nature of educational inequalities is highlighted by a large number ofresearchers, but a concrete discussion of a navigation route for equalising the playingfield in relation to students' post-school aspirations remains elusive. The study istherefore underpinned by Bourdieu's trilogy – field, habitus, and capital – to determinehow the institutional habitus of a working-class school shapes students' educationalaspirations. The analytical lens is based on field and the impact it has on students'position in the social hierarchy of society. The lens is then sharpened to (institutional)habitus and capital in order to emphasise how the educational platform of the schoolis the foundation for students' future educational pathways.The study is placed in the qualitative interpretative paradigm in order to collect soundtheory and data that is valid and desirable. Through the semi-structured interviewmethod, the study thus shows that working-class students in Ida's Valley arenegatively affected by the social hierarchy of society. This flows into the institutionalspace of the school, where students enter the school from a lower hierarchicalposition. The data further shows that the school encourages educational inequalitiesthrough its disregard for an inclusive culture, which then underlies the students' futureeducational pathways. This has a negative impact on the educational formation ofworking-class students. Thus, students struggle to fight back against the dispositionedstream of education in South Africa in the midst of the positional impact of their townand school's unstable educational platform through the limited capital they own. Forworking-class students in Ida's Valley, the prospect of a stable education is acherished dream that rarely is realised.

[发布机构] Stellenbosch University