Abstract
M.Ed. (Educational Psychology)
This study is contextualized in the Life Orientation (LO) theme, self in society. The
aim of this study is to explore the FET learners’ understanding of the development of
self in society with the sub aim being to identify the experiences and factors that are
significant in influencing their sense of self. This is a qualitative study based in the
phenomenological/interpretivist tradition (Babbie & Mouton, 2010). The study was
executed at a school in Johannesburg, Gauteng Province in South Africa. Ethical
clearance was obtained and consent/assent obtained from parents and learners. The
sample consisted of 13 female adolescent learners in grade 11. After gaining
consent from the school and the parents of interested learners, I conducted 9 focus
group interviews with the group, and some completed a questionnaire after this.
Themes that arose were numerous and, therefore, they were combined where
appropriate. One major theme relates to self awareness, self esteem and significant
influences at the centre of which is the participants’ relationships with their parents.
This relationship impacts significantly on their self esteem, communication around
emotions and how they view gender roles and choices in relation to this. There is a
theme relating to community roles, views of gender equality, rights and religion and it
includes how these adolescents view their traditional culture and gender roles and
choices within this. Another theme relates to responsibility and goal directed
behaviour, where these South African adolescents showed themselves to be
particularly committed. Another theme relates to their views of values in society. It
was clear from the data collected that these adolescents are traversing a challenging
and significant time in their lives and that it is necessary for the LO teacher to access
their insights and perceptions in order to increase the relevancy of the subject to the
learners. The study suggests that contextualizing LO in the learners’ real-life
challenges and using a small group teaching methodology that increases sharing
and relevancy are key to reaching the Department of Education goals for this subject
as a transformative one in the lives of adolescents (Department of Education, 2003;
2008).