在法律上包容的教育体系中丧失学习空间:机构对将怀孕学习者纳入正规教育主流的反应

T. Runhare, S. Vandeyar
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引用次数: 22

摘要

本研究调查了南非和津巴布韦的教育利益相关者如何回应将怀孕学习者纳入正规学校主流的政策。研究样本包括怀孕和曾经怀孕的学习者、主流学习者、家长、教师和学校管理委员会的社区代表。主要发现是:社区对怀孕的社会文化信仰比官方学校政策更能影响怀孕少女的教育机会和参与;两所学校的利益相关者都被发现缺乏帮助怀孕学习者的知识和政治意愿;南非的学校对少女怀孕的反应更为开放,而津巴布韦的学校则隐瞒此事。论文认为,将怀孕少女纳入正规学校的政策在很大程度上是一种政治象征。建议对政策的制定和执行采取包罗万象的办法,作为解决这一问题的干预战略。关键词:少女怀孕,行动科学,政策,理论,实践
本文章由计算机程序翻译,如有差异,请以英文原文为准。
LOSS OF LEARNING SPACE WITHIN A LEGALLY INCLUSIVE EDUCATION SYSTEM: INSTITUTIONAL RESPONSIVENESS TO MAINSTREAMING OF PREGNANT LEARNERS IN FORMAL EDUCATION
This study investigated how education stakeholders in South Africa and Zimbabwe responded to the policy of mainstreaming pregnant learners in formal schools. The study sample consisted of pregnant and former pregnant learners, mainstream learners, parents, teachers and community representatives on school governing boards. The major findings were that: sociocultural beliefs of the community on pregnancy were more influential to educational access and participation of pregnant teenagers than the official school policy; stakeholders at both schools were found to have inadequate knowledge and political will to assist pregnant learners; and the South African school provided a more open response to teenage pregnancy, in contrast to concealment at the Zimbabwean school. The paper posits that the policy on mainstreaming pregnant teenagers in formal schools is largely a form of political symbolism. An all-inclusive approach to policy formulation and implementation is recommended as an intervention strategy to the problem. Key words: Teenage pregnancy, action science, policy, theory, practice.
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