The international Eco-Schools programme promotes Education for Sustainable Development (ESD) thro... more The international Eco-Schools programme promotes Education for Sustainable Development (ESD) through introducing and stimulating pro-environmental initiatives by school learners and staff. This enabled learners in the Eco-Clubs at a resource-poor primary school to identify and undertake transformative pro-environmental initiatives in 2011 and 2014 through Self-Directed Education (SDE). An educative approach encouraging critical thinking at the school provided the foundation that made this possible. In discussing and working through their strategies to undertake research and challenge authorities about noncompliance in regard to municipal responsibilities that led to environmental degradation, Eco-Club members liaised freely with teachers and other learners. This process, together with local support for the eco-school initiatives, stimulated widespread interest and generated hope among learners by showing that another way of being is possible.
Given the nature and the extent of the problem, the psychological and developmental implications ... more Given the nature and the extent of the problem, the psychological and developmental implications of the street child phenomenon in South Africa needs to be more closely examined. Current research on street children presents us with a paradox-with evidence of developmental risk and vulnerability on the one hand and of resourcefulness, adaptability and coping on the other. This paradoxical evidence is reviewed from the perspective of physical, emotional, social and cognitive/educational development. Implications for intervention are explored. In particular, the issue of what defines developmental vulnerability or resilience in more specific terms is identified as a research necessity if more focused intervention priorities are to be determined. In die lig van die aard en omvang van die probleem, behoort die sielkundige en ontwikkelingsimplikasies van die straatkindfenomeen in Suid-Afrika nouer ondersoek te word. Huidige navorsing wat die straatkind bet ref laat ons met 'n paradoks-met bewyse van ontwikkelingsrisiko en weerloosheid enersyds, en ondernemingsgees, aan-pasbaarheid en beheersing, andersyds. Die paradoksale bewys word in oenskou geneem vanuit die fisieke, emosionele, sosiale en kognitiewe/opvoedkundige ontwikkelingsperspektiewe. Die implikasies vir intrede word ondersoek. In die besonder word die kwessie van wat onwikkelings weerloosheid en weerbaarheid in meer spesifieke terme behels as 'n navorsingsnoodsaaklikheid qeidentifiseer indien meer spesifieke ingrypings-prioriteite bepaal behoort te word.
Driskell, David and Kruger, Jill and Malone, Karen and Chawla, Louise and Blanchet-Cohen, Natasha... more Driskell, David and Kruger, Jill and Malone, Karen and Chawla, Louise and Blanchet-Cohen, Natasha and Cosco, Nilda and Moore, Robin and Percy-Smith, Barry (2005) 'Don't Just listen - Dosomething:'! Lessons learned about ...
One page leaflet in seTswana - of key pointers to utilize Phila Impilo (Tshela Botshelo) particip... more One page leaflet in seTswana - of key pointers to utilize Phila Impilo (Tshela Botshelo) participatory method with children in your own organization.
Report of professional participants on the outcomes of child participation in their health progra... more Report of professional participants on the outcomes of child participation in their health programs and their recommendations for introduction or improvement of child participation in formal and informal settings.
One page, isiZulu, leaflet of key pointers to utilize Phila Impilo participatory method with chil... more One page, isiZulu, leaflet of key pointers to utilize Phila Impilo participatory method with children in your own organization.
A one-page report on school pupils who engaged in local river research took their results all the... more A one-page report on school pupils who engaged in local river research took their results all the way to parliament, with resultant good outcomes.
The Children’s Act came into effect in April 2010 and formally introduced children’s right to par... more The Children’s Act came into effect in April 2010 and formally introduced children’s right to participate in decision-making. This has profound implications for the way that a range of professionals work with children and families. Children’s participation requires a fundamental shift in approach and practice and poses a number of challenges, particularly for professionals working in the health care system.
Street children and street youth have been the focus of intense academic interest and welfare con... more Street children and street youth have been the focus of intense academic interest and welfare concern for over two decades, resulting in what has been called "a prodigious outpouring of texts" (Rizzini 1996, 226). Thus it is not surprising that the papers in this special issue reflect and, in many cases refer to, a "paradigm shift" that has occurred during this period. Both the academic and field report sections in this issue demonstrate that this shift has taken place at both theoretical and practical levels. In the academic sphere, the discourse on street children has been transformed by considering the elements of time and space, as well as theories that individuals are active agents in the construction of social reality. At the level of practice, in policy and the design of programs, a major influence has been the 1989 United Nations Convention on the Rights of the Child, which establishes children as subjects of rights and active agents.
SUMMARY: This article summarizes the findings of a four-site study of chil-dren's needs and prior... more SUMMARY: This article summarizes the findings of a four-site study of chil-dren's needs and priorities, part of the process to transform Greater Johannesburg into a child friendly city. Applying the Growing Up in Cities model, it presents the voices of 10 to 14-year-olds from four diverse but representative areas of the city. For each of these areas, boys and girls describe their use of their local environments, the places they value or fear, the problems they face and their own priorities for making Johannesburg a better city. Based on these children's experiences, a number of programme and policy responses are recommended, many of which will be relevant to other cities as well.
The futures of children around the world are often hampered by a lack of education. Two millenniu... more The futures of children around the world are often hampered by a lack of education. Two millennium development goals (MDGs) aim to address this situation. In South Africa, although the targets set for universal access to primary education for boys and girls (MDG 2) and gender equality at all levels of education (MDG 3) are reportedly on track, there is a disparity in educational solutions for hospitalised children. In the KwaZulu-Natal province, where scores of children are hospitalised with HIV, tuberculosis, and other critical illnesses and injuries, the trend has been to close hospital schools. Previously, hospital schools provided for early childhood development, primary and secondary education. Currently, mainstream schools are expected to be inclusive and educate children in hospitals. We use the Phila Impilo (Live Life) initiative to offer insights into how children’s own experiences can be used to inform best practices for their treatment, care and education while hospitalised. We suggest that a commitment to inclusive education implies that the needs of hospitalised children should be taken into account in educational policy and planning, enabling them to feel whole, respected and supported, despite their illness and the challenges that they face.
Given the nature and the extent of the problem, the psychological and developmental implications ... more Given the nature and the extent of the problem, the psychological and developmental implications of the street child phenomenon in South Africa needs to be more closely examined. Current research on street children presents us with a paradox-with evidence of developmental risk and vulnerability on the one hand and of resourcefulness, adaptability and coping on the other. This paradoxical evidence is reviewed from the perspective of physical, emotional, social and cognitive/educational development. Implications for intervention are explored. In particular, the issue of what defines developmental vulnerability or resilience in more specific terms is identified as a research necessity if more focussed intervention priorities are to be determined. In die lig van die aard en omvang van die probleem, behoort die sielkundige en ontwikkelingsimplikasies van die straatkindfenomeen in Suid Afrika nouer ondersoek te word. Huidige navorsing wat die straatkind betref laat ons met 'n paradoks-met bewyse van ontwikkelingsrisiko en weerloosheid enersyds, en ondernemingsgees, aanpasbaarheid en beheersing, andersyds. Die paradoksale bewys word in oenskou geneem vanuit die fisieke, emosionele, sosiale en kognitiewe/opvoedkundige ontwikkelingsperspektiewe. Die implikasies vir intrede word ondersoek. In die besonder word die kwessie van wat onwikkelings weerloosheid en weerbaarheid in meer spesifieke terme behels as 'n navorsingsnoodsaaklikheid geidentifiseer indien meer spesifieke ingrypingsprioriteite bepaal behoort te word.
The article presents the evaluation of two Johannesburg sites of `Growing Up in Cities&am... more The article presents the evaluation of two Johannesburg sites of `Growing Up in Cities', a project that involves children in documenting and improving their urban environments, with respect to the effect of project participation. Participating children and their parents were surveyed or interviewed regarding the project's value and effect on the children. In addition, the children were measured on scales
Abstract The futures of children around the world are often hampered by a lack of education. Two ... more Abstract The futures of children around the world are often hampered by a lack of education. Two millennium development goals (MDGs) aim to address this situation. In South Africa, although the targets set for universal access to primary education for boys and girls (MDG 2) and gender equality at all levels of education (MDG 3) are reportedly on track, there is a disparity in educational solutions for hospitalised children. In the KwaZulu-Natal province, where scores of children are hospitalised with HIV, tuberculosis, and other critical ...
Enabling children to feel that they are agents who have some control over their lives, who can co... more Enabling children to feel that they are agents who have some control over their lives, who can contribute to their own health and the well-being of others.
The international Eco-Schools programme promotes Education for Sustainable Development (ESD) thro... more The international Eco-Schools programme promotes Education for Sustainable Development (ESD) through introducing and stimulating pro-environmental initiatives by school learners and staff. This enabled learners in the Eco-Clubs at a resource-poor primary school to identify and undertake transformative pro-environmental initiatives in 2011 and 2014 through Self-Directed Education (SDE). An educative approach encouraging critical thinking at the school provided the foundation that made this possible. In discussing and working through their strategies to undertake research and challenge authorities about noncompliance in regard to municipal responsibilities that led to environmental degradation, Eco-Club members liaised freely with teachers and other learners. This process, together with local support for the eco-school initiatives, stimulated widespread interest and generated hope among learners by showing that another way of being is possible.
Given the nature and the extent of the problem, the psychological and developmental implications ... more Given the nature and the extent of the problem, the psychological and developmental implications of the street child phenomenon in South Africa needs to be more closely examined. Current research on street children presents us with a paradox-with evidence of developmental risk and vulnerability on the one hand and of resourcefulness, adaptability and coping on the other. This paradoxical evidence is reviewed from the perspective of physical, emotional, social and cognitive/educational development. Implications for intervention are explored. In particular, the issue of what defines developmental vulnerability or resilience in more specific terms is identified as a research necessity if more focused intervention priorities are to be determined. In die lig van die aard en omvang van die probleem, behoort die sielkundige en ontwikkelingsimplikasies van die straatkindfenomeen in Suid-Afrika nouer ondersoek te word. Huidige navorsing wat die straatkind bet ref laat ons met 'n paradoks-met bewyse van ontwikkelingsrisiko en weerloosheid enersyds, en ondernemingsgees, aan-pasbaarheid en beheersing, andersyds. Die paradoksale bewys word in oenskou geneem vanuit die fisieke, emosionele, sosiale en kognitiewe/opvoedkundige ontwikkelingsperspektiewe. Die implikasies vir intrede word ondersoek. In die besonder word die kwessie van wat onwikkelings weerloosheid en weerbaarheid in meer spesifieke terme behels as 'n navorsingsnoodsaaklikheid qeidentifiseer indien meer spesifieke ingrypings-prioriteite bepaal behoort te word.
Driskell, David and Kruger, Jill and Malone, Karen and Chawla, Louise and Blanchet-Cohen, Natasha... more Driskell, David and Kruger, Jill and Malone, Karen and Chawla, Louise and Blanchet-Cohen, Natasha and Cosco, Nilda and Moore, Robin and Percy-Smith, Barry (2005) 'Don't Just listen - Dosomething:'! Lessons learned about ...
One page leaflet in seTswana - of key pointers to utilize Phila Impilo (Tshela Botshelo) particip... more One page leaflet in seTswana - of key pointers to utilize Phila Impilo (Tshela Botshelo) participatory method with children in your own organization.
Report of professional participants on the outcomes of child participation in their health progra... more Report of professional participants on the outcomes of child participation in their health programs and their recommendations for introduction or improvement of child participation in formal and informal settings.
One page, isiZulu, leaflet of key pointers to utilize Phila Impilo participatory method with chil... more One page, isiZulu, leaflet of key pointers to utilize Phila Impilo participatory method with children in your own organization.
A one-page report on school pupils who engaged in local river research took their results all the... more A one-page report on school pupils who engaged in local river research took their results all the way to parliament, with resultant good outcomes.
The Children’s Act came into effect in April 2010 and formally introduced children’s right to par... more The Children’s Act came into effect in April 2010 and formally introduced children’s right to participate in decision-making. This has profound implications for the way that a range of professionals work with children and families. Children’s participation requires a fundamental shift in approach and practice and poses a number of challenges, particularly for professionals working in the health care system.
Street children and street youth have been the focus of intense academic interest and welfare con... more Street children and street youth have been the focus of intense academic interest and welfare concern for over two decades, resulting in what has been called "a prodigious outpouring of texts" (Rizzini 1996, 226). Thus it is not surprising that the papers in this special issue reflect and, in many cases refer to, a "paradigm shift" that has occurred during this period. Both the academic and field report sections in this issue demonstrate that this shift has taken place at both theoretical and practical levels. In the academic sphere, the discourse on street children has been transformed by considering the elements of time and space, as well as theories that individuals are active agents in the construction of social reality. At the level of practice, in policy and the design of programs, a major influence has been the 1989 United Nations Convention on the Rights of the Child, which establishes children as subjects of rights and active agents.
SUMMARY: This article summarizes the findings of a four-site study of chil-dren's needs and prior... more SUMMARY: This article summarizes the findings of a four-site study of chil-dren's needs and priorities, part of the process to transform Greater Johannesburg into a child friendly city. Applying the Growing Up in Cities model, it presents the voices of 10 to 14-year-olds from four diverse but representative areas of the city. For each of these areas, boys and girls describe their use of their local environments, the places they value or fear, the problems they face and their own priorities for making Johannesburg a better city. Based on these children's experiences, a number of programme and policy responses are recommended, many of which will be relevant to other cities as well.
The futures of children around the world are often hampered by a lack of education. Two millenniu... more The futures of children around the world are often hampered by a lack of education. Two millennium development goals (MDGs) aim to address this situation. In South Africa, although the targets set for universal access to primary education for boys and girls (MDG 2) and gender equality at all levels of education (MDG 3) are reportedly on track, there is a disparity in educational solutions for hospitalised children. In the KwaZulu-Natal province, where scores of children are hospitalised with HIV, tuberculosis, and other critical illnesses and injuries, the trend has been to close hospital schools. Previously, hospital schools provided for early childhood development, primary and secondary education. Currently, mainstream schools are expected to be inclusive and educate children in hospitals. We use the Phila Impilo (Live Life) initiative to offer insights into how children’s own experiences can be used to inform best practices for their treatment, care and education while hospitalised. We suggest that a commitment to inclusive education implies that the needs of hospitalised children should be taken into account in educational policy and planning, enabling them to feel whole, respected and supported, despite their illness and the challenges that they face.
Given the nature and the extent of the problem, the psychological and developmental implications ... more Given the nature and the extent of the problem, the psychological and developmental implications of the street child phenomenon in South Africa needs to be more closely examined. Current research on street children presents us with a paradox-with evidence of developmental risk and vulnerability on the one hand and of resourcefulness, adaptability and coping on the other. This paradoxical evidence is reviewed from the perspective of physical, emotional, social and cognitive/educational development. Implications for intervention are explored. In particular, the issue of what defines developmental vulnerability or resilience in more specific terms is identified as a research necessity if more focussed intervention priorities are to be determined. In die lig van die aard en omvang van die probleem, behoort die sielkundige en ontwikkelingsimplikasies van die straatkindfenomeen in Suid Afrika nouer ondersoek te word. Huidige navorsing wat die straatkind betref laat ons met 'n paradoks-met bewyse van ontwikkelingsrisiko en weerloosheid enersyds, en ondernemingsgees, aanpasbaarheid en beheersing, andersyds. Die paradoksale bewys word in oenskou geneem vanuit die fisieke, emosionele, sosiale en kognitiewe/opvoedkundige ontwikkelingsperspektiewe. Die implikasies vir intrede word ondersoek. In die besonder word die kwessie van wat onwikkelings weerloosheid en weerbaarheid in meer spesifieke terme behels as 'n navorsingsnoodsaaklikheid geidentifiseer indien meer spesifieke ingrypingsprioriteite bepaal behoort te word.
The article presents the evaluation of two Johannesburg sites of `Growing Up in Cities&am... more The article presents the evaluation of two Johannesburg sites of `Growing Up in Cities', a project that involves children in documenting and improving their urban environments, with respect to the effect of project participation. Participating children and their parents were surveyed or interviewed regarding the project's value and effect on the children. In addition, the children were measured on scales
Abstract The futures of children around the world are often hampered by a lack of education. Two ... more Abstract The futures of children around the world are often hampered by a lack of education. Two millennium development goals (MDGs) aim to address this situation. In South Africa, although the targets set for universal access to primary education for boys and girls (MDG 2) and gender equality at all levels of education (MDG 3) are reportedly on track, there is a disparity in educational solutions for hospitalised children. In the KwaZulu-Natal province, where scores of children are hospitalised with HIV, tuberculosis, and other critical ...
Enabling children to feel that they are agents who have some control over their lives, who can co... more Enabling children to feel that they are agents who have some control over their lives, who can contribute to their own health and the well-being of others.
Report on the child research participation process in an acquatic science project undertaken by s... more Report on the child research participation process in an acquatic science project undertaken by school pupils within the Eco Schools program in rural South Africa. eBook 2011 ISBN 978-0-620-52350-8
Reducing transmission of infections such as TB and HIV are critically important. Children and you... more Reducing transmission of infections such as TB and HIV are critically important. Children and youth are disproportionably affected by these infections but their voices and views are often not sought and rarely heard. This eBook provides access to the experiences, and recommendations for best practice, of vulnerable young people hospitalized with TB - and often concurrently - HIV infection.
We have offered children little opportunity to tell their stories. This book gives one young boy ... more We have offered children little opportunity to tell their stories. This book gives one young boy a chance to express his feelings and thoughts about his experiences in the face of HIV and AIDS. UNESCO-MOST "By Children For Children" Series, No.l
Education as part of holistic care for hospitalised children in South Africa; a situation analysi... more Education as part of holistic care for hospitalised children in South Africa; a situation analysis. (40p)
One page leaflet of key pointers to utilize Phila Impilo participatory method with children in yo... more One page leaflet of key pointers to utilize Phila Impilo participatory method with children in your own organization.
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Papers by Jill Kruger
health care system.
development goals (MDGs) aim to address this situation. In South Africa, although the targets set
for universal access to primary education for boys and girls (MDG 2) and gender equality at all
levels of education (MDG 3) are reportedly on track, there is a disparity in educational solutions
for hospitalised children. In the KwaZulu-Natal province, where scores of children are hospitalised
with HIV, tuberculosis, and other critical illnesses and injuries, the trend has been to close hospital
schools. Previously, hospital schools provided for early childhood development, primary and secondary
education. Currently, mainstream schools are expected to be inclusive and educate children in hospitals.
We use the Phila Impilo (Live Life) initiative to offer insights into how children’s own experiences can be
used to inform best practices for their treatment, care and education while hospitalised. We suggest that
a commitment to inclusive education implies that the needs of hospitalised children should be taken
into account in educational policy and planning, enabling them to feel whole, respected and supported,
despite their illness and the challenges that they face.
health care system.
development goals (MDGs) aim to address this situation. In South Africa, although the targets set
for universal access to primary education for boys and girls (MDG 2) and gender equality at all
levels of education (MDG 3) are reportedly on track, there is a disparity in educational solutions
for hospitalised children. In the KwaZulu-Natal province, where scores of children are hospitalised
with HIV, tuberculosis, and other critical illnesses and injuries, the trend has been to close hospital
schools. Previously, hospital schools provided for early childhood development, primary and secondary
education. Currently, mainstream schools are expected to be inclusive and educate children in hospitals.
We use the Phila Impilo (Live Life) initiative to offer insights into how children’s own experiences can be
used to inform best practices for their treatment, care and education while hospitalised. We suggest that
a commitment to inclusive education implies that the needs of hospitalised children should be taken
into account in educational policy and planning, enabling them to feel whole, respected and supported,
despite their illness and the challenges that they face.
young people hospitalized with TB - and often concurrently - HIV infection.
in the face of HIV and AIDS. UNESCO-MOST "By Children For Children" Series, No.l