Ina Joubert
Biographic Data
| ID | 3600402 |
|---|---|
| NAME | Ina Joubert |
| GIVEN NAMES | Ina |
| FAMILY NAME | Joubert |
| SIGNATURE | JOUBERT I |
| AFFILIATIONS | University of Pretoria |
| ORCID | 0000-0002-6933-6421 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
Education for Democratic Citizenship through A Literacy‐based Approach
The study contextualises the position of child citizens in the S outh A frican democracy and highlights how education for democratic citizenship is employed through a literacy‐based approach. The qualitative study was exploratory and based on a lesson presented to nine‐year‐old township children by giving them language‐related tasks. Through the children's voices we present the life experiences that expressed their need for basic services, educat…
Establishing a Reading Culture in a Rural Secondary School
The purpose of this study was to explore and describe the nature of a reading culture in a rural secondary school in South Africa before and after a literacy intervention. The systems theory with interpretivism as the epistemological paradigm was employed. A rural secondary school was selected as part of an on-going Flourishing Learning Youth and Supportive Teachers Assets and Resilience studies on resilience and rural schools. Language teachers …
Road Safety Education
The study explores the response of rural primary school children to road safety education programmes. In this qualitative research project, we employed an interpretivist paradigm to investigate and understand children's responses to road safety education in one school in the Moloto Village, Mpumalanga Province, South Africa. Drawing on various participatory activities done by the child participants, as well as non-participant observation by the r…
How post-apartheid children express their identity as R citizens D
Children in South Africa are educated to identify with democratic values and democracy in post-apartheid society. As yet, we have no empirical evidence on their views on and identification with the new South African democracy. When given an opportunity to express their life experiences, the 9-year-old child citizens of this case study revealed their democratic identity on various levels. These children expressed a weak identification with democra…
Establishing a Reading Culture in a Rural Secondary School
The purpose of this study was to explore and describe the nature of a reading culture in a rural secondary school in South Africa before and after a literacy intervention. The systems theory with interpretivism as the epistemological paradigm was employed. A rural secondary school was selected as part of an on-going Flourishing Learning Youth and Supportive Teachers Assets and Resilience studies on resilience and rural schools. Language teachers …
Road Safety Education
The study explores the response of rural primary school children to road safety education programmes. In this qualitative research project, we employed an interpretivist paradigm to investigate and understand children's responses to road safety education in one school in the Moloto Village, Mpumalanga Province, South Africa. Drawing on various participatory activities done by the child participants, as well as non-participant observation by the r…
How post-apartheid children express their identity as R citizens D
Children in South Africa are educated to identify with democratic values and democracy in post-apartheid society. As yet, we have no empirical evidence on their views on and identification with the new South African democracy. When given an opportunity to express their life experiences, the 9-year-old child citizens of this case study revealed their democratic identity on various levels. These children expressed a weak identification with democra…
How post-apartheid children express their identity as R citizens D
Children in South Africa are educated to identify with democratic values and democracy in post-apartheid society. As yet, we have no empirical evidence on their views on and identification with the new South African democracy. When given an opportunity to express their life experiences, the 9-year-old child citizens of this case study revealed their democratic identity on various levels. These children expressed a weak identification with democra…
Road Safety Education
The study explores the response of rural primary school children to road safety education programmes. In this qualitative research project, we employed an interpretivist paradigm to investigate and understand children's responses to road safety education in one school in the Moloto Village, Mpumalanga Province, South Africa. Drawing on various participatory activities done by the child participants, as well as non-participant observation by the r…
Establishing a Reading Culture in a Rural Secondary School
The purpose of this study was to explore and describe the nature of a reading culture in a rural secondary school in South Africa before and after a literacy intervention. The systems theory with interpretivism as the epistemological paradigm was employed. A rural secondary school was selected as part of an on-going Flourishing Learning Youth and Supportive Teachers Assets and Resilience studies on resilience and rural schools. Language teachers …
Education for Democratic Citizenship through A Literacy‐based Approach
The study contextualises the position of child citizens in the S outh A frican democracy and highlights how education for democratic citizenship is employed through a literacy‐based approach. The qualitative study was exploratory and based on a lesson presented to nine‐year‐old township children by giving them language‐related tasks. Through the children's voices we present the life experiences that expressed their need for basic services, educat…
Political science (4 works) · Sociology (4 works) · Pedagogy (3 works) · Democracy (2 works) · Economic growth (2 works) · Law (2 works) · Law (2 works) · Literacy (2 works) · Peace and Human Rights Education (2 works) · Politics (2 works)