Varsi (Slovenia)

Higher education institutions are increasingly challenged to prepare student teachers for a socially and culturally diverse learner population. Inclusive education is an international imperative but remains a contentious issue in education. Early career teachers enter the profession with passion and anticipation to transition from theory-based learning to practical implementation. However, they soon face many contextual challenges, especially in low socio-economic settings. This research investigates the experiences of early career Foundation Phase teachers in implementing learning support within low socio-economic schools. Using a qualitative, illustrative case study design grounded in social constructivist theory, data were collected from purposefully selected participants in the Western Cape through semi-structured interviews and document analysis. Thematic content analysis revealed five key themes: 1) contextual factors, 2) teacher attitudes, 3) perceived lack of skills, 4) proactivity and reflection, and 5) external support needs. The findings indicate that despite the prioritization of inclusive education, early career teachers encounter numerous challenges that impede effective learning support. Their experiences highlight the gap between theoretical training and practical application, impacting their confidence and ability to implement learning support strategies. These insights are essential for adapting teacher training programs to better prepare future educators for the practical realities, particularly in low socio-economic contexts.

This article is a foray into the field of anthropology (“volkekunde” in
\nAfrikaans) and sport history. It examines aspects of the sport-related thinking
\nof a noted luminary in South Africa’s rugby world, Dr Danie Craven of
\nStellenbosch. He was not only an outstanding rugby player but also for
\nmany years an influential chairperson of the South African Rugby Board.
\nThe possibility is probed that his outlook was at least in part informed by his
\nbackground as an anthropologist or the Afrikaans variant of a “volkekundige”
\nwith its own emphases. It is argued that to some extent his academic exposure
\nto “volkekunde” heightened for instance his understanding of the role of the
\nNew Zealand Māori in that country’s rugby culture and some insights spilled
\nover into his attempts to bring coloured South African players closer to the
\nmainstream of rugby in South Africa, not always with the necessary political
\nsophistication or finesse. Finally, it is argued that what he called the “spirit” of
\nrugby, might have been informed by anthropological precepts.