Ansie Kitching
Biographic Data
| ID | 6685789 |
|---|---|
| NAME | Ansie Kitching |
| GIVEN NAMES | Ansie |
| FAMILY NAME | Kitching |
| SIGNATURE | KITCHING A |
| AFFILIATIONS | University of the Western Cape |
| ORCID | 0000-0002-0290-3962 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Enhancing schools’ responsibility for promoting health and wellbeing from a pro-active, transformative perspective
Despite good intentions
This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneous…
Towards an Understanding of Nurturing and Restraining Relational Patterns in School Communities
This study aimed to understand the nature of nurturing and restraining relationships in a school communiy. The inquiry entailed a single instrumental case study of a selected school community in a semi-urban context in South Africa. Participants were learners (n=720), teachers (n=33) and administrative and terrain staff members (N=8) as well as two parents. Data on participants' perceptions of relationships in the school community were collected …
Ways of Relating and Interacting in School Communities
This article reports on the findings of a baseline study on social interaction in schools as experienced by learners, educators and parents. A qualitative phenomenological approach was followed, utilising a cross-sectional descriptive survey design. Participants included 1 170 learners aged between 11 and 18 years, 150 parents, and 85 educators from 12 South African schools. After participants had completed written assignments on their lived expe…
Despite good intentions
This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneous…
Ways of Relating and Interacting in School Communities
This article reports on the findings of a baseline study on social interaction in schools as experienced by learners, educators and parents. A qualitative phenomenological approach was followed, utilising a cross-sectional descriptive survey design. Participants included 1 170 learners aged between 11 and 18 years, 150 parents, and 85 educators from 12 South African schools. After participants had completed written assignments on their lived expe…
Towards an Understanding of Nurturing and Restraining Relational Patterns in School Communities
This study aimed to understand the nature of nurturing and restraining relationships in a school communiy. The inquiry entailed a single instrumental case study of a selected school community in a semi-urban context in South Africa. Participants were learners (n=720), teachers (n=33) and administrative and terrain staff members (N=8) as well as two parents. Data on participants' perceptions of relationships in the school community were collected …
Despite good intentions
This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneous…
Enhancing schools’ responsibility for promoting health and wellbeing from a pro-active, transformative perspective
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Community Health and Development (3 works) · Early Childhood Education and Development (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Social science (3 works) · Developmental psychology (2 works) · Political science (2 works)