Abstract:

In this paper we investigate the social inequalities that affect transition processes from grade 7 to grade 8 within an inclusive South African education system and how schools can intervene meaningfully to address possible social inequalities that affect transition processes from grade 7 to grade 8 within an inclusive South African education system.

Educational inequality plays a central role in perpetuating most forms of social inequality that not only includes the physical absence of children in education but also the exclusion from meaning-making processes in education including a lack of connection with supportive quality educational opportunities for all children. Dropping out of school or school disengagement represents the failure of education systems to eliminate factors that feed inequalities and prevents learners who are vulnerable from navigating their pathways through the education system with success.

A complex combination of educational opportunities and achievements in South Africa including not only social class but also ethnicity, gender, ability/disability, geographical location of schools and communities’ socio-economic status influences social equality in an education system based on social justice principles.

We combined both participatory action research as well as case study research in an action research case study. A multi-site qualitative action research case study design provided a more compelling interpretation of the intersectionality between various factors that play a role in perpetuating social inequality in education in a diverse area in South Africa.

We sampled two sites conveniently, one high school in the Franschhoek region of the Western Cape Province of South Africa, and one high school in the Kenneth Kaunda district of the North-West Province of South Africa. Participants in both regions included diverse socio-economic backgrounds.

Participants included a voluntary sample of teachers, their parents, and learners in grade eight. As learners may be uncomfortable conversing with adults, we used the Draw- and-write technique that required learners to make symbolic drawings that they describe through descriptive paragraphs. Focus group interviews were held with the parents and teachers of the grade 8 learners. Individual interviews were held with the principals of the two schools.

Questions focused on curriculum delivery with specific reference to bridging grade seven to eight as well as initial choices available to learners regarding the choice of high school, subject choices for grade eight, how the transition to grade eight is managed in grade eight classrooms, physical resource planning, sports and culture, and support in relation to diverse learning needs in grade eight. Questions for parents and learners focused more specifically on choices available to learners and their parents regarding the availability of secondary schools as well as subject choice in grade eight and their perceptions of how grade eight is contributing to their aspirations for the future.

As this research is still work in progress, the findings will only be available at the end of August and will be included in the full paper.

Keywords:

Transition, social inequalities, inclusive education, secondary schools, school dropout, education inequalities.