{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/7872"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/7872","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration","abstract":"This study explores the positioning of learners who are more than three years older than age•norms for their school grades in societal, institutional and situational levels of education discourse in SouthAfrica. A review of research literature, of samples of lay discourse and of policy documents reveals tensions between industrially derived assumptions and rights-based assumptions in education discourse at societal and institutional levels. These opposing assumptions are seen to simultaneously disadvantage older learners while appearing to hold out the promise of unconditional inclusion in schooling. A qualitative empirical study traces some of the effects of the tension in education discourse on learners at a situational level of education discourse, namely schooling. The conclusions of the study suggest that the resolution of the tension in accordance with rights-based assumptions would result in radical reconceptualising of schooling arrangements and learner assessment. Suggestions are proposed for a research agenda that the reconceptualising of schooling might generate.","abstract_html":"This study explores the positioning of learners who are more than three years older than age•norms for their school grades in societal, institutional and situational levels of education discourse in SouthAfrica. A review of research literature, of samples of lay discourse and of policy documents reveals tensions between industrially derived assumptions and rights-based assumptions in education discourse at societal and institutional levels. These opposing assumptions are seen to simultaneously disadvantage older learners while appearing to hold out the promise of unconditional inclusion in schooling. A qualitative empirical study traces some of the effects of the tension in education discourse on learners at a situational level of education discourse, namely schooling. The conclusions of the study suggest that the resolution of the tension in accordance with rights-based assumptions would result in radical reconceptualising of schooling arrangements and learner assessment. Suggestions are proposed for a research agenda that the reconceptualising of schooling might generate.","abstract_has_math":false,"creators":["Hill, Margaret Anne"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Baxen, Jean","Green, Lena"],"committee_chairs":[],"committee_members":[],"year":2000,"date_issued":"2000","date_published":"2000","updated_at":"2026-07-22T22:22:44Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/7872","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Baxen, Jean","Green, Lena"]},{"key":"dc:creator","label":"Author","values":["Hill, Margaret Anne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-10-01T08:08:56Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-10-01T08:08:56Z"]},{"key":"dc:date.issued","label":"Date","values":["2000"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/7872"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bibliography: leaves 104-107."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study explores the positioning of learners who are more than three years older than age•norms for their school grades in societal, institutional and situational levels of education discourse in SouthAfrica. A review of research literature, of samples of lay discourse and of policy documents reveals tensions between industrially derived assumptions and rights-based assumptions in education discourse at societal and institutional levels. These opposing assumptions are seen to simultaneously disadvantage older learners while appearing to hold out the promise of unconditional inclusion in schooling. A qualitative empirical study traces some of the effects of the tension in education discourse on learners at a situational level of education discourse, namely schooling. The conclusions of the study suggest that the resolution of the tension in accordance with rights-based assumptions would result in radical reconceptualising of schooling arrangements and learner assessment. 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