Abstract:
Utilising a social constructivist and interpretivist paradigm this study set out to explore how learners from low-income communities experienced learning during a pandemic. The study was qualitative in nature and used a case study approach and narrative inquiry. Transformative learning theory and connectivism theory provided the theoretical frameworks of his study. Fifteen Grade 7 learners from three primary schools in Atteridgeville, Pretoria, participated in this study. Although most participants were African (native to South Africa), the study included immigrant learners from the selected research sites to allow for data triangulation. Data capture included a mix of semi-structured interviews, focus group interviews, journals, drawings, and reflections. Data was analysed by means of content analysis. Findings were twofold: First, fostering a community of learners and empowering them through shared learning experiences. Second, learners from low-income communities taking ownership of their learning, by using resources around them, despite lacking formal instruction. The study recommends that the school community, in particular principals, teachers, and the school governing bodies, should invest in professional development for teachers to aid them with online teaching and learning skills and knowledge. Furthermore, the Department of Basic Education should provide laptops and internet access. This would enable learners from low-income communities to participate in online learning when they cannot attend traditional schooling, ensuring “no child is left behind”. Future research could focus on the experiences of teachers in teaching low-income learners during a pandemic. Future research could also focus on learners’ experiences from low-income communities in rural and economically marginalised regions across South Africa.
