Case study of the experiences of former street children as learners: implications for teaching and learning

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dc.contributor.advisorGalloway, Gretaen
dc.contributor.authorBoyana, Nokwenzekaen
dc.date.accessioned2026-08-14T01:44:41Z
dc.date.available2026-08-14T01:44:41Z
dc.date.issued2013en
dc.description.abstractIn this study the main focus is on the experiences of former street children as learners. The main emphasis of this study is the manner in which such experiences influence these children’s learning towards constructing new identities. By examining the experiences of former street children in a school environment, namely a teaching and learning environment, this study will contribute towards the literature by providing focused and relevant information pertaining to the way former street children experience learning. By focusing on these particular learners from the street, the study attempts to explore and build an insightful knowledge in terms of understanding how former street children perceive learning in relation to their present personal and past life on the streets. Through this study the researcher will hopefully be able to determine how former street children feel, experience and relate to teaching and learning within a school context. Data collection for this study included the researcher’s observations and face-to-face unstructured in-depth phenomenological interviews with learners who are formerly from the streets. Among others, the study found that these particular learners have low self- esteem, a low opinion of themselves, and lack of self- confidence. The study also revealed that some of these learners are struggling academically and would appreciate it if academic was parallel with vocational skills so as to equip them for the world of work. It also transpired that learners who have relationships with those who have not been to the streets changed their lives for the better by learning from their peers but those who have relationships with other former street children at this school continue to engage in deviant behaviour, for many schooling has helped them to reclaim their childhood identity.en
dc.format121 leaves; 30 cmen
dc.formatpdfen
dc.identifier.citationBoyana, Nokwenzeka. 2013en
dc.identifier.othervital:16188en
dc.identifier.otherhttp://hdl.handle.net/10353/d1006248en
dc.identifier.otherStreet children -- South Africa -- Eastern Cape -- Case studiesen
dc.identifier.otherSchool children -- South Africa -- Eastern Capeen
dc.identifier.otherTeaching -- South Africa -- Eastern Capeen
dc.identifier.otherLearning -- South Africa -- Eastern Capeen
dc.identifier.otherEastern Cape -- South Africaen
dc.identifier.urihttp://hdl.handle.net/20.500.11837/4721
dc.language.isoEnglishen
dc.publisherUniversity of Fort Hareen
dc.publisherFaculty of Educationen
dc.rightsUniversity of Fort Hareen
dc.subjectStreet children -- South Africa -- Eastern Cape -- Case studiesen
dc.subjectSchool children -- South Africa -- Eastern Capeen
dc.subjectTeaching -- South Africa -- Eastern Capeen
dc.subjectLearning -- South Africa -- Eastern Capeen
dc.subjectEastern Cape -- South Africaen
dc.titleCase study of the experiences of former street children as learners: implications for teaching and learningen
dc.title.alternativeCase study of the experiences of former street children as learners: implications for teaching and learningen
dc.typeThesisen
dc.typeMastersen
dc.typeM Eden

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