Abstract
This book chapter explores creating well-being learning experiences for high-school Black students in rural schools in South Africa. It discusses the less positive positions many high school black students experience in these rural schools in South Africa. Specifically, these less positive positions impact the students' well-being and learning experiences. This chapter discusses the understanding of learning amongst rural school-based students. The chapter concludes by considering a few identified components to be established to potentially create well-being learning experiences for black high school students in rural schools in South Africa, perhaps with a reminder that our quality of learning experiences is part of our well-being. Finally, it focuses on solutions and recommendations. Lastly, this chapter concludes by providing definitions of the key terms and discussion questions.
TopIntroduction
Well-being learning experiences are not always achieved across all demographic areas in countries such as South Africa, where many people are still faced with socio-economic challenges due to many inequalities (Francis & Webster, 2019). Taylor (2019) alluded to rural South African children living in poverty, often failing to receive satisfactory learning experiences due to the unequal distribution of disciplinary knowledge resources. As such, South African rural students most likely never experience adequate well-being learning experiences because quality teaching and learning are challenging to deliver in the country’s rural areas (Landa et al., 2021).
Well-being is defined as an emotional experience based on positive feelings and the degree to which one can positively function in an environment, such as the degree to which students positively experience the processes of education and the teaching, and learning environment (Magyar & Keyes, 2019). Therefore, the well-being learning experiences of students are of great significance because learning is associated with one’s mental well-being and is therefore described as a determent factor of how well one is interested in learning and exercising one’s mental capacity (Gargrish, Mantri & Kaur, 2020). Solberg et al. (2012:87) stipulate that students' well-being learning experiences are evident when they can positively “report on the degree to which they were engaged in activities”. Students’ well-being learning experiences are impacted by various aspects that can contribute to their overall sense of well-being (Stanton et al., 2016). These aspects are associated with how conducive their learning environments are regarding learning resources, teachers’ level of professionalism and education, and the flexibility of the curriculum to enhance effective learning (Engelbrecht et al., 2016; Maddock & Maroun, 2018; Dube, 2020).
The research approach followed in this study is qualitative, using grounded theory research techniques. Grounded theory research techniques, systematic data collection, and analysis were used through the use of semi-structured interviews (with rural high school teachers and students) and thematic analysis (theoretical analysis). Purposive or judgemental sampling techniques were used to select participants, with a sample size of ten participants (n=10, n=5 teachers, and n=5 students: n=5, females, and n=5 males). Participants were Grade 10 level teachers and students from schools A and B, based in a rural area, in Motheo Education District, Free State Province. The researcher selected these participants because teachers impart educational experiences to the students through teaching and assessing their learning interests and cognitive abilities. In contrast, the students are those experiencing the learning experience (Eloff & Swart, 2018). This chapter will explore the ways in which the well-being learning experiences for black high school students in rural schools in South Africa can be created. In order to achieve this objective, this chapter will first reflect on the background of the study and then on the identified approaches to creating well-being learning experiences for black high school students in rural schools. Furthermore, this chapter will reflect on solutions and recommendations and will conclude by providing definitions of the key terms and discussion questions.
Key Terms in this Chapter
Well-being Learning Experiences: It is our positive experiences in education. It is how we positively experience and function in teaching and learning environments. It is our ability to be free within teaching and learning spaces and to have life-long learning experiences that improve our skills and ultimately our everyday lives.
Curriculum: An educational guide. It is designed to fit concepts, ideas and activities containing intellectual content, and knowledge-based information on specific subjects. A curriculum is compiled intellectual information believed to be adequate to develop a student’s cognitive ability, intellectual capacity and their ability to become active academic citizens in a professional world.
High School Students: In this review, the term, ‘high school students’, was used with inclusivity to high school individuals within the basic education system in South Africa, often referred to as high school leaners. These are young individuals registered in upper-secondary education in South Africa, which is considered a preparatory education for higher education. You are required to complete (pass) high school education (Grade 12) to obtain admission to higher education.
Teaching and Learning Resources: Identified as tools that can create well-being learning experiences, help solve problems, bring creativity and create conducive teaching and learning environments. These are educational tools aimed at creating conducive teaching and learning spaces to promote effective learning and learning interest.
Teacher’s Professionalism: The belief that a teacher should be well-skilled to teach, well-trained and qualified to facilitate education. Skills that should be acquired by all professional teachers to facilitate a curriculum effectively and adequately for students.
Learning Interest: It is defined as one’s preference. It is what one prefers to learn during teaching and learning processes that affects the degree to which one becomes motivated to learn. A determent factor to one’s cognitive abilities, the drive to academic excellence.
Teachers: An individual within the education system equipped to facilitate education to students. Also defined as an educator. A teacher should be a qualified individual with capabilities to facilitate a curriculum to students and to be a guide to teaching and learning processes within a classroom. A teacher is an individual that assesses students’ cognitive abilities and also assists in improving students’ cognitive abilities through suggested educational programs.
Rural High Schools: They are often defined as less privileged demographically. Associated with students from socio-economic challenges, those who live under a larger rate of poverty. Defined by inadequate infrastructure and poor financial support from the government and the surrounding communities. Also associated with lack of teacher’s professionalism and qualified teachers.