The aim of this research was to explore the schooling experiences of academically highfunctioning immigrant learners in the province of KwaZulu-Natal. The participants were six female immigrant learners (age range: 13–18 years) in Grades 8 to 11. The research tradition was narrative inquiry. Data generation involved open-ended interviews and a participatory research technique, photovoice. The findings revealed the resiliency and agency of the young learners as they navigate schooling in South Africa. It was apparent that they took on a positive stance despite the struggles they have experienced in the host country, including language and cultural barriers, social isolation and exclusion, and bullying and discrimination that heightened their vulnerability in schooling spaces. The study revealed their strong sense of self-efficacy, responsibility and self-discipline, determination to succeed, commitment to their studies, and to make the best of valued opportunities in South Africa. Social capital emerged as a key protective influence that shaped the schooling experiences of the learners.

中文翻译：

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南非儿童在校学习经历的地理位置

这项研究的目的是探索夸祖鲁-纳塔尔省（KwaZulu-Natal）省具有高学历的移民学习者的学习经历。参与者是8至11年级的六名女性移民学习者（年龄范围：13-18岁）。研究传统是叙述性探究。数据生成涉及不限成员名额的采访和参与性研究技术photovoice。调查结果显示了年轻学习者在南非上学时的适应能力和毅力。显然，尽管他们在东道国经历了种种挣扎，包括语言和文化障碍，社会孤立和排斥，欺凌和歧视，这使他们在学校里更加脆弱，但他们仍采取积极态度。研究显示他们强烈的自我效能感，责任与自律，成功的决心，对学习的承诺以及在南非充分利用宝贵的机会。社会资本作为一种重要的保护性影响而出现，它影响着学习者的学习经历。