Abstract
M.Ed.
This study investigated 'at risk' youths' perceptions towards schooling. It focussed on
grade eight in three secondary schools namely, Katlehong, Landulwazi and Ilinge in the
Kathorus area, which is situated on the East Rand in the Gauteng province.
The motivation for conducting research is the 'drop out' rate of students at the junior
secondary phase. Inherent in the research problem is the claim: Probably the 'at risk'
youths' perceptions towards schooling may impede their learning.
Through condensing, organising, categorising, conceptualising and coding data, which
represented voices of the participants, common properties of data surfaced. For example,
the culture of teachers' absconding was expressed in all the schools during observation
and interviews. Students were also reported to 'bunk' periods, emulating teachers and
spending time smoking in the toilets or sunbathing outside the classrooms.
Most students were reported not to be doing homework tasks and not compiling notes
after lesson periods. Teachers were said to be ridiculing such students by insulting them,
cursing them or teasing them about their natural deformities instead of providing
reprimand, guidance, advice or motivation.
Such behaviour manifested the concept of lack of sense of duty, lack of discipline and
demotivation amongst others. This state of affairs is a fertile ground for ineffective
teaching and learning, which manifests affective neglect and non-acceptance in the light
of the 'at risk' perspective. The status quo evokes a feeling of alienation in youths, which
results in `anomie' and their dropping out of school. Empowerment of individuals and the community means involving them in the decisionmaking
activities and in the formulation of policies. To build acceptance, trust and a
sense of belonging in students, they should be involved, for example, in the formulation
of school rules and policy, planning sporting activities, itinerary and thus instilling
ownership of such activities. It is only by empowering youths through participative
involvement that one can become what one can become potentially. In this way the 'at
risk' will not feel dissociated and rejected.