Title page for ETD etd-06012011-123630

Document Type Doctoral Thesis
Author Van Schalkwyk, Lizebelle
Email lizebelle@yahoo.com
URN etd-06012011-123630
Document Title Die invloed van diskoerse op opvoeders en leerders se persepsies en praktyk in tuisskoling (Afrikaans)
Degree PhD
Department Educational Psychology
Advisor Name Title
Prof A C Bouwer Supervisor
  • tuisskool leerder
  • diskoers in tuisskoling
  • tuisskoling
  • diskursiewe sielkunde
  • diskoers-analise
  • ervarings van tuisskool leerders
  • persepsies van tuisskoling
  • homeschool educators
  • homeschool learners' experiences
  • bio-ekologiese model
  • subkultuur
  • tuisskool opvoeder
Date 2011-04-12
Availability unrestricted
The aim of the study was to investigate the influence of discourses on homeschool educatorsí and homeschool learnersí perceptions of homeschooling and the embodiment thereof in their homeschool practices.

The literature confirms the importance of an in-depth investigation to study homeschool educatorsí and homeschool learnersí experiences, values, norms, perceptions and discourses with regard to teaching and learning as well as the outcomes set by the homeschool educators. The various systems that the homeschool educators and homeschool learners participate in influence one another. Only when the unique context with its underpinning viewpoints, values, perceptions and discourses is understood will it be possible to see whether the outcomes set by the homeschool educator(s) have been attained. Knowledge in this regard can contribute to an increased understanding of the unique and complex homeschool context and the implications for teaching and learning as well as policy development regarding homeschooling.

The unique nature of each homeschool practice emphasizes the importance of an in-depth study regarding the context, which can be seen as a form of subculture, which should be investigated closely in order to gain a deeper and richer understanding of this form of education. The discourses that the homeschool educators and homeschool learners subscribe to are part of this subjective frame. Understanding the discourses can contribute to a better understanding which will enable professionals to provide adequate support to homeschools in a well grounded and responsible manner.

A multiple case-study of four homeschools was conducted, each involving the educators, fathers and learners in unstructured interviews and responses on a single projection plate, and including three observation sessions of day-to-day homeschooling activities. The aim of the interviews was to learn about the homeschools from the participantsí perspective. The projection plate was administered to tap into the participantsí personal meanings, thus enhancing the truth value of the research. The observation sessions were intended to yield insight into participantsí behaviour. Finally, a reflective interview was conducted with the homeschool educator for clarification and verification of specific matters.

The data analysis entailed a selective discourse analysis of the interview data to the model of discursive psychology, identifying the participantsí primary and secondary discourses, and analysing and discussing a selection of their discursive statements. The projection plates were interpreted and compared to the interview data. The observation data were reviewed to examine the homeschool educatorsí and homeschool learnersí behaviours and establish the degree of congruency among their interviews, projections and behaviours. Results and findings were interpreted within the framework provided by the bio-ecological model of Bronfenbrenner.

Findings: The discourses that the homeschool educators subscribe to originate from the macrosystemic level and directly influence their perceptions and practices in homeschooling. Therefore, each homeschool is unique; each homeschool practice and many of the perceptions can only be understood and explained through closer investigation of the discourses subscribed to in the microsystem of the family. The discourses form the context of the homeschool and homeschool practices are embedded in this context. The reasons for homeschooling and all aspects that form part of the day-to-day functioning of the homeschool are driven by the discourses.

© 2010 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.

Please cite as follows:

Van Schalkwyk, L 2010, Die invloed van diskoerse op opvoeders en leerders se persepsies en praktyk in tuisskoling, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-06012011-123630/ >


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