INSTITUTIONALIZED CHILD CARE IN URBAN SOUTH AFRICA

Recommendations

Info

children and Teacher Magret’s position was dissolved. It became clear that Teacher Magret contributed far more than her formal responsibilities dictated, as the start of the school year brought about many unexpected challenges to the staff. Assuming some of her old role, namely the educational development of the children and the supervision of afternoon study time was Warrick Gibbons, a new hire who also supervised the spiritual development of the children. 5Cees addressed the variety of educational demands very thoroughly, placing a high emphasis on the importance of education. The center ensured that all of the individualized recommendations for each child were taken seriously. This often put a strain on the center’s financial resources and put a heavy demand on various staff members, however it was a priority reflected in the center’s budget. “It costs $25 per day for each child’s education,” Pastor Mike informed me. “That includes basically everything, from school uniforms to books to school supplies. Thankfully this need has been consistently met by sponsors.” Pastor Mike suggested I accompany the children on their way to school, so the next day I came prepared to join Marc on his route to drop off each of the kids. By 6:00 in the morning, the children began to trickle into the kitchen, as the bus was parked right by its back door. They put butter, peanut butter, or other spreads on slices of bread that they cut for themselves. They would typically eat one or two pieces for breakfast and pack another one or two to take to school. Many of the children also poured juice from a large Tupperware container into mugs to drink. The juice was made from a concentrated cordial. The kids came dressed in full uniform, and within fifteen minutes, everyone began to load onto the bus. 117
Part of the reason for such an early departure time was the sheer length of time it took to drive to each of the schools. Even though the earliest schools started after 7:00, the 6:15 departure meant children needed to be up exceptionally early. “I start my day at 4:00,” Marc told me as I took the seat next to him on the bus. “That gives me some time for prayer and devotions. The kids get up a little bit after me. Imagine all these guys having to make do with just one or two shower spaces. But I hear it’s worst in the girls’ department.” The bus could seat around 50 children, and felt fairly full by the time all the students were on board. Marc began his drive eastward, through several different neighborhoods. We passed through the slum neighborhoods of Yeoville before driving by Johannesburg’s Chinatown area. The drive was long, and after thirty minutes of driving we had yet to drop off any of the children. This gave Marc and me plenty of time to talk about everything from the U.S. Presidential election to his travels in Ethiopia, to the recent protests against South African president Jacob Zuma. We drove into a more upscale neighborhood that was evidently a much more wealthy area in comparison to Hillbrow. Trees lined the sidewalks in front of houses that were obscured by high security concrete fences. It was in this neighborhood that we came across Elandspark School. Its surrounding area was affluent, and I noticed the diversity of the students walking into the school. “This generation is the born free generation. White kids and black kids go to school together and think nothing of it. It would have never happened while I was going to school,” commented Marc. There were indeed white, Indian, black, and mixed-heritage children making their way towards the entrance, the four races that are native to the 118
Page 1 and 2:
INSTITUTIONALIZED CHILD CARE IN URB
Page 3 and 4:
© 2016 Philippe Lazaro iii
Page 5 and 6:
NAME OF AUTHOR: Philippe Lazaro CUR
Page 7 and 8:
Lastly, none of this would have bee
Page 9 and 10:
TABLE OF CONTENTS Chapter Page I. I
Page 11 and 12:
Chapter Page Interpreting Findings
Page 13 and 14:
LIST OF FIGURES Figure Page 1. Nkho
Page 15 and 16:
with low resources. The popular per
Page 17 and 18:
hemisphere in terms of aid and char
Page 19 and 20:
and reports involving South African
Page 21 and 22:
view that demonstrating compassiona
Page 23 and 24:
understand the complexities surroun
Page 25 and 26:
For the sake of consistency, the te
Page 27 and 28:
Christianity served as a driving fa
Page 29 and 30:
In Uganda, many non-governmental or
Page 31 and 32:
childhood. (Emihovich, 2006) A comm
Page 33 and 34:
this time period, the communist nat
Page 35 and 36:
the later part of the twentieth cen
Page 37 and 38:
International attention and policie
Page 39 and 40:
parental adult figures active in ch
Page 41 and 42:
societies do not have an option and
Page 43 and 44:
culture, where things, concepts, an
Page 45 and 46:
uses of the term are fluid, confirm
Page 47 and 48:
“When people start an orphanage,
Page 49 and 50:
features of South African townships
Page 51 and 52:
elatives and inherited kin. (MacLel
Page 53 and 54:
Taking into account the wide variet
Page 55 and 56:
criminality one of the most urgent
Page 57 and 58:
2012) In a study on mental health p
Page 59 and 60:
One substantial exception to this t
Page 61 and 62:
CHAPTER III METHODS Design of the R
Page 63 and 64:
In order to ensure an ethical appro
Page 65 and 66:
facilities before beginning a long
Page 67 and 68:
teacher, a care mother, a social wo
Page 69 and 70:
facilitators gain insight into the
Page 71 and 72:
knowledge. Images were observed for
Page 73 and 74:
South Africa, I wondered if that wa
Page 75 and 76:
needy, and destitute.” In most of
Page 77 and 78:
This flow of thought most accuratel
Page 79 and 80: a large staff to meet the variety o
Page 81 and 82: certain nutrients.” The children
Page 83 and 84: portion of its revenue from investm
Page 85 and 86: and critical to address. Organizing
Page 87 and 88: would help to paint a picture of th
Page 89 and 90: themselves. It was through them tha
Page 91 and 92: majority. Marc claimed that Johanne
Page 93 and 94: inferred that Nkokheli’s artistic
Page 95 and 96: Crisis-Affected Families Health and
Page 97 and 98: children. In the case of Zukela, a
Page 99 and 100: depression were commonly reported.
Page 101 and 102: paperwork and bureaucracy that come
Page 103 and 104: you upset, just don’t think about
Page 105 and 106: not explicity prohibit corporal pun
Page 107 and 108: the year, going as far back as 2010
Page 109 and 110: After spending a large amount of ti
Page 111 and 112: “My dad is still alive,” Xolani
Page 113 and 114: siblings. This became particularly
Page 115 and 116: of terminology reflected the porous
Page 117 and 118: the children seem to have difficult
Page 119 and 120: them who could be on a similar traj
Page 121 and 122: to be addressed. Unlike with psycho
Page 123 and 124: The episode of expulsion clearly re
Page 125 and 126: candy house, a pair of women’s sh
Page 127 and 128: ecent life updates, he rolled up hi
Page 129: children at the center. Many of the
Page 133 and 134: I asked Sarah about the large numbe
Page 135 and 136: difficult for me to provide help wi
Page 137 and 138: CHAPTER VII THE END OF CHILDHOOD (A
Page 139 and 140: away in the earlier part of the yea
Page 141 and 142: My multiple-hours-long interaction
Page 143 and 144: encouragement to the younger ones.
Page 145 and 146: in financial habits. Collectivism e
Page 147 and 148: Upward mobility Cases like Lindela,
Page 149 and 150: however it inevitably played a cruc
Page 151 and 152: where this transition even begins.
Page 153 and 154: what is the center committed to do
Page 155 and 156: shelter, a top expectation of the c
Page 157 and 158: his contribution as a gardener, alt
Page 159 and 160: passages of scripture relevant to c
Page 161 and 162: somewhat parallel to the experience
Page 163 and 164: to visit the United States on a fun
Page 165 and 166: intake, families are typically assu
Page 167 and 168: organizations that take aim at the
Page 169 and 170: CHAPTER IX CONCLUSION After the Stu
Page 171 and 172: the background that the children ar
Page 173 and 174: variation as to how the effects of
Page 175 and 176: institutionalized child care. Signi
Page 177 and 178: towards a more inclusive title. The
Page 179 and 180: organizations. This project takes f
Page 181 and 182:
forward another suggestion: looking
Page 183 and 184:
As these children, often from disad
Page 185 and 186:
APPENDIX A. List of Subjects Interv
Page 187 and 188:
1) What is your age and what year a
Page 189 and 190:
3) What do you do after you eat? 4
Page 191 and 192:
12) What sorts of services do the c
Page 193 and 194:
10) What are the biggest threats to
Page 195 and 196:
10) Do you think the children are g
Page 197 and 198:
Barbarin, O. A., & Richter, L. (200
Page 199 and 200:
aid and democracy promotion (pp. 21
Page 201 and 202:
AIDS-orphaned children in Cape Town
Page 203 and 204:
Drah, B.B., (2014). Queen mothers,
Page 205 and 206:
Address the Needs of Orphans and Ot
Page 207 and 208:
Education. 45(1-2), pp. 51-66. John
Page 209 and 210:
Maslow, A.H. (1948) A Theory of Hum
Page 211 and 212:
Mnubi-Mchombu, C., Mostert, J., Och
Page 213 and 214:
Olanrewaju, A.D., Jeffery, C., Cros
Page 215 and 216:
Ramphele, M. (2002) Steering by the
Page 217 and 218:
Schene, P. A. (1998). Past, present
Page 219 and 220:
Tagurum, Y. O.; Chirdan, O. O.; Bel
Page 221 and 222:
Psychology and Psychiatry, 11(2), p
Page 223 and 224:
210
show all

INSTITUTIONALIZED CHILD CARE IN URBAN SOUTH AFRICA

Create successful ePaper yourself

Delete template?

Save as template?