{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/41083"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/41083","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"The exploration of the experiences of alienation in education for rural high school learners in the Eastern Cape province, South Africa","abstract":"Rural high school learners - learners who attend schools in rural areas - face well-documented macro-level educational challenges: lack of access to social services, poor infrastructure and educational resources, pronounced disadvantage, and limited exposure to experienced teachers. Yet, very little is known about rural high school learners' experiences. Additionally, there is a dearth of information regarding rural high school learners' experiences from their perspectives. To remedy these knowledge gaps, the research was steered by the following questions, “How do rural high school learners in the Eastern Cape experience alienation in education?” “How is rurality framed in education policy, and how does this play a role in alienating rural learners in education?” This thesis used the theory of alienation in education as a guide to uncover the textured, in-depth, contextual experiences of rural learners in the Eastern Cape. More so, this thesis was conducted using qualitative research methodology. The study f","abstract_html":"Rural high school learners - learners who attend schools in rural areas - face well-documented macro-level educational challenges: lack of access to social services, poor infrastructure and educational resources, pronounced disadvantage, and limited exposure to experienced teachers. Yet, very little is known about rural high school learners' experiences. Additionally, there is a dearth of information regarding rural high school learners' experiences from their perspectives. To remedy these knowledge gaps, the research was steered by the following questions, “How do rural high school learners in the Eastern Cape experience alienation in education?” “How is rurality framed in education policy, and how does this play a role in alienating rural learners in education?” This thesis used the theory of alienation in education as a guide to uncover the textured, in-depth, contextual experiences of rural learners in the Eastern Cape. More so, this thesis was conducted using qualitative research methodology. The study f","abstract_has_math":false,"creators":["Moleko, Teboho Banele"],"institution":"Department of Sociology","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Xulu-Gama, Nomkhosi","Sitas, Ari"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-22T22:23:29Z","subjects":["rural high school","alienation in education","agency","policy","access to education","powerlessness","adaptive strategies"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/41083","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Xulu-Gama, Nomkhosi","Sitas, Ari"]},{"key":"dc:creator","label":"Author","values":["Moleko, Teboho Banele"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-03-04T08:30:43Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-03-04T08:30:43Z"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Department of Sociology"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Thesis / Dissertation"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral","PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["rural high school","alienation in education","agency","policy","access to education","powerlessness","adaptive strategies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/41083"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Rural high school learners - learners who attend schools in rural areas - face well-documented macro-level educational challenges: lack of access to social services, poor infrastructure and educational resources, pronounced disadvantage, and limited exposure to experienced teachers. Yet, very little is known about rural high school learners' experiences. Additionally, there is a dearth of information regarding rural high school learners' experiences from their perspectives. To remedy these knowledge gaps, the research was steered by the following questions, “How do rural high school learners in the Eastern Cape experience alienation in education?” “How is rurality framed in education policy, and how does this play a role in alienating rural learners in education?” This thesis used the theory of alienation in education as a guide to uncover the textured, in-depth, contextual experiences of rural learners in the Eastern Cape. More so, this thesis was conducted using qualitative research methodology. The study f"]},{"key":"dc:title","label":"Title","values":["The exploration of the experiences of alienation in education for rural high school learners in the Eastern Cape province, South Africa"]}]}],"canonical_facts":{"dc:contributor.advisor":["Xulu-Gama, Nomkhosi","Sitas, Ari"],"dc:creator":["Moleko, Teboho Banele"],"dc:date.accessioned":["2025-03-04T08:30:43Z"],"dc:date.available":["2025-03-04T08:30:43Z"],"dc:date.issued":["2024"],"dc:description.abstract":["Rural high school learners - learners who attend schools in rural areas - face well-documented macro-level educational challenges: lack of access to social services, poor infrastructure and educational resources, pronounced disadvantage, and limited exposure to experienced teachers. Yet, very little is known about rural high school learners' experiences. Additionally, there is a dearth of information regarding rural high school learners' experiences from their perspectives. To remedy these knowledge gaps, the research was steered by the following questions, “How do rural high school learners in the Eastern Cape experience alienation in education?” “How is rurality framed in education policy, and how does this play a role in alienating rural learners in education?” This thesis used the theory of alienation in education as a guide to uncover the textured, in-depth, contextual experiences of rural learners in the Eastern Cape. More so, this thesis was conducted using qualitative research methodology. 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