They perform tasks to improve the quality of life of students and educators. Since then, at least three general assistants appear to have engaged in further education or acquiring/upgrading their skills. I wanted to study this group of women mainly because of the historical marginalization of women, especially African women in South Africa.
The Employment Equity Act (1998), which aims to correct past imbalances in access to job training and fair pay – especially for African women. According to Chrisholm and Unterhalter (1999), another attempt by the first democratically elected government to redress past inequalities was a promise.
Literature review
Barriers to learning
Eschenmann (2003) is of the opinion that decision making is a learning curve for adults and not instinctive. I believe that the differences in categories suggested by Ahl and Indabawa and Mpofu are due to North-South contexts, e.g. Due to the bureaucracy (time delays, multiple complicated forms to fill out, agreements between the student, the institution and the Department of Labor) associated with accessing these grants,
Crossan et al (2003) and Ecclestone (2007) are of the opinion that previous learning experiences often lead to a lack of confidence and a lack of desire to take on new learning. Some of the participants in this study would have been in their final year of schooling.
Barriers to learning which specifically relate to women
Most writers on this issue are of the opinion that the content of the subjects being taught has a great influence on raising motivation due to previous negative and bad experiences. He believes that culture is a "dynamic phenomenon" that cannot be tied to a particular period or context. The researchers mentioned above believe that if women did not have children while they are in their.
Weiner (1994, p.12) believes that women's ideas and beliefs are shaped and shaped "by and within their historical and cultural contexts". Furthermore, she is of the opinion that society has a different script for men and women ie.
Conceptual framework
Hooks, as cited in Ken (2007, p.6), argues that people who have been oppressed by gender, race and class must recognize that this actually constitutes an advantage for them. It gives them the opportunity to use this experience to speak out against overt 'racist, classist, sexist hegemony'. Another focus will be the barriers participants experience due to class, gender and race. These will be assessed in the light of Greaney and Magawasa's ideas.
Research design and methodology
The researcher is as involved as the participants in the research so that the researcher can identify "real situations" from the participants' point of view. For the purposes of this study, I have decided that the qualitative data collected will be presented in the form of narratives. Using this method allowed me to have an insider's perspective of the participants' learning and work experiences.
Labov (1997) is of the opinion that narrative research is not about proving anything, but is essentially a hermeneutic study. One week before the interviews began, each participant was given a consent letter to take home to read. Introductory phase - at this time the researcher again reiterates the purpose of the interviews, confirms the willingness of the participants to be involved and obtains permission from the participant to record the interview.
I had to be aware of the possibility that participants sometimes react in a certain way because they want to please the researcher. The researcher is given enough time to reassure the participants, explain the purpose of the study to them again, to ascertain. During this time I again explained the purpose of the interview and the questions I wanted to ask.
Reissmann (1993) is of the opinion that narrative analysis is almost intuitive and recurring themes will emerge. All this effort has been used in the hope of achieving a coherent account of the collected data. I was very careful not to create hopes in the hearts and minds of the participants.
Obtaining the interview transcripts could be time-consuming (if I chose to undertake this task in person). I recognize that aspects of the interview that provided essential information will be difficult to reveal in the transcripts.
Five narratives
Due to the death of her mother when she was still in primary school, many of the household responsibilities fell on her shoulders as she was the eldest daughter. Gloria, a 33-year-old mother of four, was selected for an interview at one of the venues in the school. The school board has decided that they want to outsource the maintenance and cleaning of the school.
At the end of the interview Gloria asked me if I would help her improve her English. She works in the laundry at the school where she checks the contents of laundry bags. When one of the general assistants at the school retired, Luci was offered this vacant position.
We sat at a table that she had covered with a beautiful tablecloth and made me aware of this at the start of the interview. Before the interview started, she was very relaxed, as she always is. The school then decided they would outsource the coffee shop and the new owners of the coffee shop did not want to hire her.
She managed to get a job with one of the teaching staff as a domestic worker on her days off. If she did not identify him as the father of the child, he would ensure that she and the child would be taken care of. Desperate and willing to believe that this man would fulfill his promises, she dropped out of school at the end of the first term of her 12th grade.
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Four of the participants had fathers who were involved in the family to some extent. It seems that the absence of their fathers in the home made some of the women feel that they too could raise families without a man acting prominently. All the participants expressed their general unhappiness with men in Africa and the way they treated them.
One participant, Cynthia, stated that she never really wanted a permanent man in her life because of the way her father treated her mother. The way we fight all the time." She moved out of the school accommodation to raise her children alone. Access to learning events became possible for the three participants only because they have permanent
As a result of the choice of subjects at school, four of the participants in this study did not have the competencies that allowed them to access educational institutions, nor did they have the skills to easily access the labor market. I looked at the origins of the barriers that participants identified through telling their stories about their school and work lives. I found it quite surprising that three of the participants in this study actually became involved in improving their education, despite the barriers they faced.
I believe that most of the barriers that participants have faced stem from not completing their initial training. However, I believe that the biggest stumbling block for participants would have been the lack of access to financing their studies. During interviews with the group of women participating in this study, they all learned that they have encountered most, if not all, of the barriers to embracing formal learning events.
I will ask you a few questions about after you left school and about your work now and whether you are currently studying. I will record our interview (on a tape recorder) because it will be easier for me to talk to you and write about your story very accurately. I'll destroy the tape or notes of your story... typed, so I can use your story.
Even if you want that now and decide later that you do not want your story told, you can withdraw and I will not use your story. With this letter you want to show that you have given me permission to talk to you and that you understand what I will do with your story. If you have any doubts about this conversation you and I are about to have, please tell me and I will respect your wishes and stop.
If the participant says no, I will turn off the recorder and take notes in the field. I will use what you tell me for my university work and won't use your name if you don't want me to. Instead, I'll use another name so no one knows you told me these things. :choose your name if you don't want me to use your real name. ~ames chosen. [ I will first ask you some questions about your life, then about your education and :hen about the work you are doing now. [there is no right or wrong answer here. JYou don't feel comfortable answering the question, please tell me.. 0you still feel okay talking to me. l. I hope participants will tell me how old they are, how many children she has, if any, what her family background is, etc. If this is not disclosed, I can ask additional questions.). or they will briefly summarize what was revealed to confirm what the participant said.
I hope the participants will tell me about the area they went to school, their friends, how they got to school, their favorite teachers and subjects, why that was, etc. will then briefly summarize what was discovered to confirm what the participant had said. bank you for your honesty. What else would you like to tell me about yourself that we haven't talked about today?
