Resistance, Critical Agency and Initiatives of Black Post-School Youth, Facilitators and Organisers in a Black Township in South Africa
Bibliographic record
Abstract
The Post-school Education and Training (PSET) policy seeks to address the education and training needs ofpost-school youth not in education, employment nor training (NEET). The problem of youth NEET has beenresearched from many perspectives. However, there is a dearth of knowledge about the responses, views and actions ofpost-school youth NEET living in this precarious situation. This paper analyses the resistance, critical agency andinitiatives of youth; organisers; and facilitators at a youth development and organisation centre in a township inGauteng. The study is framed by the notion of ‘critical’ agency (Gramsci: 1971) and Bourdieu’s concept of 'strategies'that mediate structure and agency. These concepts enable a focus on critical agency that emerge withinseverely constraining social conditions. Data were collected through the following sources and methods: from a'youth dialogue' amongst engaged youth; ethnographic interviews with post-school youth themselves; interviews withkey individuals such as organisers, leaders and facilitators of programmes; and observations of literacy classes offeredat the centre. Data analysis revealed resistant counter discourses amongst the youth to school and current PSET;acceptance of education for employment; desire for higher quality education; and clear ideas of alternativepedagogies. In addition to these counter discourses the paper highlights the critical agency of key individuals in theface of debilitating structural constraints. Implications for the post school education and training system are raisedand some recommendations are made.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".