Acknowledgements to reviewers

No abstract available.

Corrigendum: Through the eyes of parents: Culture of young children in diverse early learning spaces

No abstract available.

Ongoing climate crises and obstacles to adaptation: Observations from the Ditsobotla Local Municipality, South Africa

Adaptation is a key component for fostering resilience amongst farmers as they are exposed to the challenges caused by climate change. However, the implementation of adaptation strategies is not equal or easy for most farming communities and are influenced by a diverse range of socio-economic constraints. In this context, the study intended to explore the factors constraining the implementation of climate change adaptation strategies amongst commercial and subsistence farmers of the Local Municipality in the North West province, South Africa. An exploratory sequential mixed method design was used, allowing the utilisation of both qualitative and quantitative methods in a single study. A total of 50 farmers (25 farmers from each group) were identified through purposive homogeneous sampling and were given a questionnaire consisting of semi-structured and structured questions. The study established that some of the most prominent factors constraining adaptation amongst farmers in the Local Municipality are related to their physical environment, lack of market access, financial constraints and limited access to established social networks (such as farmers associations). Identifying barriers to adaptation through area-specific research or studies, such as this particular study, is crucial for the development of holistic climate change adaptation strategies that will allow sustainability in diverse agricultural systems.

Erratum: Improving the contribution of foreign voluntourists in South Africa: The importance of training and supervision

No abstract available.

A systematic review of comprehensive sexuality education for South African adolescents

Comprehensive sexuality education (CSE) was implemented in South African schools in the year 2000 as part of the subject Life Orientation, with the aim of contributing positively to adolescent sexual health in a holistic manner. Continued high rate of teenage pregnancy and HIV infection is an indication; however, that the programme is not entirely successful. To establish why the aims of the programme and the consequences of learners’ sexual behaviour do not correspond, this systematic review aimed to determine how the programme contributes to the sexual health of adolescents and to make recommendations for its improvement. Nine databases were searched, after which two reviewers independently evaluated the methodological quality of the identified studies using an appraisal tool. The 22 articles that met the criteria for final inclusion were qualitative in nature and included cross-sectional and cohort studies. Results indicate that the contribution of the CSE programme is reflected in teachers, learners and the curriculum. Teachers are in need of expert training and learners are neither actively involved in the learning process nor the development of the programme as they need and would like to be. Recommendations include the development of context-specific training curricula for pre- and in-service teachers as developed collaboratively by various experts and stakeholders. Learners’ voices, active involvement, cultural context and needs are fundamental to the development and delivery of CSE. The teaching method and content of sexuality education should meet the contemporary needs of the 21st century adolescent to ensure optimal sexual health.

Editorial comment

no abstract available.

Courageous conversations in the Life Orientation classroom and teacher vulnerability

The Independent Education Board (IEB) introduced the need to facilitate critical conversations on controversial topics in the Life Orientation (LO) classroom at the National Conference in 2016. This shifted the focus of discussions to a facilitated critical narrative within IEB Subject Assessment Guidelines (SAGs) topics. This push followed youth activism against systemic racism at educational institutes, which initially created the perception that these conversations related to the socio-political status quo alone. However, the LO curriculum includes a range of topics that require critical narratives. Courageous conversations may trigger cognitive and emotional dissonance in both the teacher and learner. It is, therefore, crucial to interrogate the LO teachers’ lived experiences in facilitating courageous conversations. This study employed individual phenomenological interviews and a focus group discussion. The participants consisted of nine LO teachers from Gauteng, Eastern Cape, Western Cape and North West province. Each individual interview focused on determining the contexts and the phenomenon of their lived experience of courageous conversations and each participant’s agency in their private capacity as professional educators. The focus group discussion centred around establishing gaps in the motivation, training and skill development of LO teachers to facilitate these conversations. The findings indicate that the courage required of teachers to challenge and be challenged, albeit in a safe environment, results in teacher vulnerability.

Sustainable learning for refugee children in South African primary schools: A theoretical approach

Background: The advent of democracy in South Africa brought about many changes in the education system. Policies and frameworks that guide the embracement of refugee children were formulated and later implemented. However, there are ongoing challenges experienced by this group and the incidents of poor access and quality of provision experienced by a larger population of refugee children, calls for urgent redress.Aim: This is a theoretical article that examines and analyses the education access, school integration and participation of refugee children.Setting: Focusing on refugee children in a primary school in South Africa.Method: Empirical study articles and reviews carried out on the education and resettlement of refugee children in their host countries between 2005 till date were randomly selected for inclusion in our analysis. Our intention was to understand how the education for refugees is generally conceptualised and the extent to which their lived experiences are captured.Result: Using Gibson’s theory of affordances as a lens, this article analyses the relationship between the new school environment and refugee children and evaluates the possibilities of sustainable learning for all.Conclusion: We argue for an expansive access, including social and academic support interventions that are balanced in terms of promoting the individual child’s abilities and needs for optimal development.