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South African Journal of Education

versión On-line ISSN 2076-3433
versión impresa ISSN 0256-0100


MOLOI, K.C. et al. Learners' perceptions as to what contributes to their school success: a case study. S. Afr. j. educ. [online]. 2010, vol.30, n.3. ISSN 2076-3433.

Some historically black schools manage to do quite well despite their circumstances, such as dire poverty. We aim at explicating some of the causal factors regarding the effectiveness of three schools in deep rural Mpumalanga, South Africa by tapping the perceptions of their learners. Data were collected from learner samples (four girls and four boys from each school, all of them black) by means of semi-structured focus group interviews. The results lead to the conclusion that the perceptions of disadvantaged black learners in this area, with respect to what contributes to their educational effectiveness, may also be understood in terms of hierarchical insights and awarenesses, the ontological basis of which seems to be successful pedagogical dialogue, with mutual acceptance as its fountainhead.

Palabras clave : educational effectiveness; learner perceptions; pedagogical dialogue; rural South Africa; school success.

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