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Local identities developing in the two Western Cape towns : Stellenbosch and WellingtonXabendlini, Nosicelo Ruth 04 1900 (has links)
Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: This study investigates the construction, at local level, of collective identities in two
Western Cape towns: Stellenbosch and Wellington. Identities are understood to refer
to residents' construction of meaning for themselves.
The approach was qualitative and used interview and focus group techniques with
probes that allowed participants to speak freely about their lives in these towns.
Under apartheid, residents were divided by race in these towns. The study aims to
identify changes in local identity after apartheid.
New identities revolving around issues of security and language appear to be
emerging. Simultaneously, old racial identities persist. / AFRIKAANSE OPSOMMING: Hierdie navorsing ondersoek die konstruksie, op plaaslike vlak, van kollektiewe
identiteite in twee Wes-Kaapse dorpe, Stellenbosch en Wellington. Onder
identiteite verstaan ons verwysing na die inwoners se konstruksie van betekenis vir
hulleself. Daar is vanuit 'n kwalitatiewe benadering gewerk en die onderhoud en fokusgroep-
tegniek met dieptepeilings is gebruik, wat dit vir deelnemers moontlik gemaak het om
geredelik oor hulle lewe in hierdie dorpe te praat.
Tydens apartheid is inwoners van hierdie dorpe op grond van ras verdeel. Hierdie
navorsing is daarop gemik om veranderinge in plaaslike identiteit ná apartheid te
identifiseer.
Nuwe identiteite wat om kwessies van sekuriteit en taal wentel, skyn na vore te kom.
Tegelyk bly ou rasse-identiteite voortbestaan.
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A narrative self-study : how do I demonstrate my multi-cultural origins in my art of fashion?Madubela, Thandiwe Elsie January 2014 (has links)
Submitted in partial fulfillment for the Masters in Technology Fashion, Department of Fashion and Textiles, Durban University of Technology. Durban. South Africa, 2014. / My study is a qualitative research self-study. The aim of the study is to demonstrate how my multi-cultural origins have created in me my unique South African-ness and how this uniqueness has manifested in my art of fashion design.
As a critically reflective practitioner-researcher trying to improve my professional practice, I have used multiple methodologies to answer the question in the title of my introspective study, “A Narrative Self-Study: How do I demonstrate my multi-cultural origins in my art of fashion?”
I have used critical reflection, action research, narrative enquiry, and auto-ethnography to account for how my discovery of my amaXhosa and amaMpondo roots has interacted with my Bosotho-ness, and my Born-again Christian awareness. I have thus transformed my understanding of myself, my values, my beliefs about myself and the world around me.
I collected the data in a number of different ways: I reflected on the lived experiences of my childhood; I observed and participated in cultural rituals, and reflected on these lived experiences; I used unstructured interviews to talk to many people who provided information which I recorded using a digital camera and took notes.
These experiences and reflections enabled me to develop a Mix-and-Match Fusion Fashion design range of outfits. My Mix-and-Match Fusion Fashion design range incorporates a number of elements which identify with all of my cultural origins. I believe that my Mix-and-Match Fusion Fashion range demonstrates my South African-ness in my art of fashion design. It represents and expresses, symbolizes and celebrates the transition of my beliefs and understanding of my journey of self-discovery involving my five personas. I have used visual methodologies to analyse my designs and employed visual analysis to discuss my findings.
I believe that Africans are increasingly proudly wearing and accepting their traditional attire as high fashion. I believe that the design of my Mix-and-Match Fusion Fashion range is suitable for the Southern African market, and demonstrates that I have effectively used my multi-cultural origins to improve my art of fashion.
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Intercultural communication barriers between Zulu and Chinese students at selected higher education institutions in DurbanZheng, Jin January 2009 (has links)
Submitted in partial fulfillment of the requirements for the
Master of Technology Degree: Public Relations Management, Department of Marketing, Retail and Public Relations, Faculty of Management Sciences, Durban University of Technology, 2009. / This study presents the research of an investigation into the intercultural
communication barriers between Zulu and Chinese students at selected
Higher Education Institutions in Durban. To achieve this aim, two sets of
questionnaires were administered separately to Zulu and Chinese students at
two HEIs in Durban and an observation report was compiled.
This study reviewed theories and literature relevant to defining and
understanding the barriers to intercultural communication. The insights gained
from this literature review were used to interpret the results which were
obtained through a quantitative and qualitative research methodology.
The findings revealed that intercultural communication barriers do exist
between Zulu and Chinese students. Findings also found that language
problems amongst Zulu and Chinese students are viewed as common barriers,
especially where the communicators speak different languages. Comments
from respondents revealed that a communicators‟ accent, different grammar
structure and the words they use are confusing during their intercultural
communication experience. Cultural differences and language problems were
found to be the main intercultural communication barriers. In addition, the
problems of nonverbal communication, racism, ethnocentrism, cultural
stereotyping were also viewed as obstacles of the intercultural communication
process. / Durban University of Technology. Dept. of Postgraduate Development and Support.
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Coloured in - investigating the challenges of an 'othered' identity within spaces of learningBiscombe, Monique Isabel 04 1900 (has links)
Thesis (MA(VA))--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The challenges that have occurred within the South African education context could be ascribed to the country’s political history. This is a history that includes more than three hundred and fifty years of colonialism, which has had a direct influence on the more recent Apartheid regime. Colonial and apartheid history have remained deeply ingrained in the mind-sets of South African citizens, where a sense of strict binary and hierarchal thinking is present. Feeding on the ideologies of the past, it manifests and perpetuates itself specifically within spaces of learning.
The purpose of this study is to investigate how 'Othered' identity is described and experienced within spaces of learning at the Visual Arts Department at Stellenbosch University. The study is approached from a qualitative perspective, utilizing an interpretative process of collecting and analyzing data. A case study was conducted and the process involved interviews with four lecturers and eight students at the Visual Arts Department at Stellenbosch University.
The investigation of ‘Othering’ within spaces of learning at the Visual Arts Department highlighted themes of ‘Othering’ and social and economic circumstances; ‘Othering’ and feelings of discomfort and pretence; ‘Othering’ and language; and ‘Othering’ and culture. Strategies regarding ‘Othering’ also emerged from the data highlighting two themes, bridging courses and diversity within spaces of learning. My findings include that ‘Othering’ is still prevalent within spaces of learning at the Visual Arts Department. Most lecturers and students seemed to be in agreement that ‘Othering’ should be addressed. It is suggested that promoting and combining processes of critical citizenship and reflective thinking within spaces of learning may encourage a necessary dialogue between lecturers and students. By improving the dialogue between lecturers and students, it may facilitate a relationship founded on mutual trust necessary for personal growth and growth within spaces of learning. It is further suggested that creating spaces of learning that are more diverse could contribute to this and provide enriching learning experiences for both lecturers and students. / AFRIKAANSE OPSOMMING: Die uitdagings binne die Suid-Afrikaanse konteks kan toegeskryf word aan die land se politieke geskiedenis. Dit is ‘n geskiedenis wat bestaan uit meer as driehonderd en vyftig jaar van kolonialisme, wat ‘n direkte invloed op die meer onlangse Apartheid regering gehad het. Koloniale en apartheids geskiedenis is diep gewortel binne die denkwyses van Suid-Afrikaners, waar streng binêre denkwyses en hierargie heers. Na aanleiding van die verskeie ideologieë van die verlede, word hierdie denkwyse spesifiek manifisteer en herhaal binne leerruimtes.
Die doel van hierdie studie was om te ondersoek hoe ‘Othered’ identiteit beskryf en ervaar word binne leerruimtes by die Visuele Kunste Departement van die Universiteit van Stellenbosch. Die studie is vanaf ‘n kwalitatiewe hoek benader en maak gebruik van ‘n interpretatiewe proses deur data versameling en analise. ‘n Gevallestudie was as navorsingsmetode gebruik en die proses het bestaan uit onderhoude met vier dosente en ag studente by die Visuele Kunste Departement van die Universiteit van Stellenbosch.
Die ondersoek van ‘Othering’ binne leerruimtes by die Visuele Kunste Departement het temas van ‘Othering’ en sosiale en ekonomiese omstandighede, ‘Othering’ en gevoelens van ongemak en voorgee; ‘Othering’ en taal; en ‘Othering’ en kultuur identifiseer. Strategieë ten opsigte van ‘Othering’ is ook vanaf die data identifiseer, waarvan twee temas spruit, naamlik oorbruggings kursusse en diversiteit binne leerruimtes. My bevindings sluit in dat ‘Othering’ nogsteeds binne die leerruimtes van die Visuele Kunste Departement ondervind word. ‘n Groot aantal dosente en studente stem ooreen dat dit baie voordelig sou wees om ‘n kombinasie van kritiese en refleksiewe denk prosesse binne leerruimtes in te sluit, soos ‘n nodige dialoog tussen dosente en studente. Deur die dialoë tussen dosente en studente te verbeter, kan dit ‘n verhouding fasiliteer wat gevestig is op gemeenskaplike vertroue, nodig vir persoonlike groei en groei binne leerruimtes. Dit word verder aangeraai dat leerruimtes wat meer divers is, ‘n bydrae kan maak tot verrykende leer ervarings vir beide dosente en studente.
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The men in our living room : masculinities and the struggle for a 'new' South African hegemony in 'Egoli: place of gold' 1994Jonker, Francois 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In this study I analyse the 1994 episodes of the popular soap opera Egoli: Place of Gold that coincide with the so-called ‘birth’ of the New South Africa. This moment in media history is characterised by a heightened sense of anticipation surrounding Egoli as the first local soap opera created by Franz Marx at the pinnacle of his career for the relatively new – and only – independent broadcaster in the country, M-Net. Because of the reliance of this genre on perceived realism, Egoli offers a historically significant televisual mediation of the widespread social and political changes that mark this particular period. I argue that the soap opera elicits a non-critical passive spectatorship and should therefore be regarded as a ‘readerly’ medium that transmits a form of pre-negotiated textual hegemony directly into the intimacy of the domestic viewing space. While acknowledging an awareness of the pivotal role played by white Afrikaans men in the safeguarding of cultural hegemony up until this historical juncture, my study diverges from the wealth of research on soap opera as a women’s medium and approaches Egoli with an interest in the programme’s construction of masculinities. An analysis of three contrasting male characters investigates Egoli’s formulation of a social matrix that reflects not only the programme’s attitude towards gender, but also to social power, class and race. I conclude that this specific soap opera lacks the ability to produce or reflect radical change. Egoli merely serves to reiterate the affirmation of the hegemony of an established order of Afrikaner patriarchy on a superficial level. / AFRIKAANSE OPSOMMING: In hierdie studie analiseer ek die 1994 episodes van die populêre sepie Egoli: Plek van Goud wat afspeel tydens die sogenaamde ‘geboorte’ van die Nuwe Suid-Afrika. Hierdie oomblik in media-geskiedenis is gekarakteriseer deur ‘n verhoogde gevoel van antisipasie rondom Egoli as die eerste plaaslike sepie, vervaardig deur Franz Marx tydens die toppunt van sy loopbaansukses vir die relatief nuwe, en enigste onafhanklike uitsaaidiens in die land, M-Net. Vanweë hierdie medium se afhanklikheid op skynbare realisme, bied Egoli ‘n waardevolle historiese televisuele vertolking van die verrykende sosiale en politiese veranderinge van hierdie tydperk. Ek argumenteer dat die sepie ‘n passiewe kritiekloosheid in kykers uitlok en daarom as ‘n ‘leeslike’ teks benader moet word, wat ‘n reeds-onderhandelde hegemonie direk in die intimiteit van die huishouding oordra. As gevolg van die bewustheid van die kritieke rol wat deur blanke Afrikaanse mans vervul is in die beveiliging van kulturele hegemonie tot en met hierdie historiese moment, wyk my studie af van die veelvuldige navorsing oor die sepie as ‘n vroue-medium en benader ek Egoli met ‘n fokus op die konstruering van manlikheid. ‘n Analise van drie kontrasterende manlike karakters ondersoek Egoli se formulering van ‘n sosiale matriks wat nie alleenlik die program se benadering tot geslag blootlê nie, maar so ook tot sosiale mag, klas en ras. Ek sluit af met die bevinding dat dié sepie ontbreek in die vermoë om radikale verandering aan te spoor of te weerspieël. Egoli slaag slegs daarin om op ‘n oppervlakkige wyse die hegemonie van ‘n gevestigde Afrikaner patriargale orde te bevestig en te reproduseer.
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Strategies for teaching religion in colleges of educationFerguson, Rene 12 1900 (has links)
Thesis (MEd)--Stellenbosch University, 1999. / ENGLISH ABSTRACT: The revised norms and standards for teacher education requires an understanding of the
beliefs, values and practices of the main religions of South Africa. However, many preservice
teachers have emerged from backgrounds of monoreligious education, or from
schools where Religious education was discarded from the curriculum. This situation
implies that pre-service teachers may lack the knowledge and skills to cope within a
religiously pluralist school environment. This study argues therefore that the attitudes and
perceptions of pre-service teachers towards Religious education in particular and
religions in general will be positively influenced by means of a programme of
intervention.
The main aim of this study is to examine strategies for teaching religion to pre-service
teachers to equip them for the religious and cultural diversity of South African
classrooms. F euerstein' s theory of Mediated Learning Experience (MLE) is examined as
a vehicle for initiating new and creative ways of thinking about religions. Ten criteria for
MLE are implemented within a context of co-operative small group learning on the
grounds that learning about religions should take place in a constructivist paradigm. The
potential influence of a tutor/mediator on the perceptions and attitudes of pre-service
teachers towards religions other than their own is therefore a significant theme in this
study. The influence of a programme of intervention on student attitudes towards religion
and Religious education was determined within an action-enquiry research model. The
empirical research indicates that active participation in the learning process not only
enhanced student participants' knowledge and understanding of religious concepts, but
also fostered the value of an unbiased, positive approach to the study of religions. / AFRIKAANSE OPSOMMING: Hersiende norme en standaarde vir onderwysersopleiding verg 'n kennis van die geloof,
waardes en praktyke van die hoof religiee van Suid-Afrika. Nietemin kom baie
studentonderwysers uit 'n monoreligieuse opvoedingsagtergrond of van skole waar
religieuse onderrig van die kurrikulum verwyder is. Hierdie situasie impliseer dat
studentonderwysers nie die nodige kennis dra, of die nodige vaardighede het, om in 'n
pluralistiese religieuse skoolomgewing aan te pas nie. Hierdie studie argumenteer dat die
houdings en persepsies van studentonderwysers teenoor religieuse onderrig in die
besonder en religie in die algemeen positief be"invloed kan word deur middel van 'n
intervensieprogram.
Die hoofdoel van die studie is om verskillende strategiee in religieuse onderrig VIr
studentonderwysers te ondersoek om hulle toe te rus vir die religieuse en kulturele
diversiteit in Suid-Afrika. Feuerstein se teorie van Bemiddelde leerervaring (Mediated
Learning Experience, MLE) word ondersoek as 'n middel waardeur nuwe kreatiewe
denkmetodes oor religie ge"inisieer kan word. Tien kriteria van MLE word
ge"implementeer binne 'n konteks van kooperatiewe leergroepe op grond daarvan dat
religiee binne 'n konstruktivistiese paradigma moet plaasvind. Die potentiele invloed van
die fasiliteerder op die persepsies en houdings van studentonderwysers teenoor ander
religiee is dus 'n belangrike tema van die studie. Die invloed van 'n intervensieprogram
op studentehoudings teenoor religiee en religieuse onderrig was bepaal deur middel van
'n aksienavraag navorsingsmodel. Die empiriese navorsing motiveer die feit dat aktiewe
deelname in die leerproses nie net die deelnemende studentonderwysers se kennis en
begrip van religieuse konsepte verdiep het nie, maar ook 'n onbevooroordeelde positiewe
benadering tot die studie van religiee gekweek het.
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Intercultural communication barriers between Zulu and Chinese students at selected higher education institutions in DurbanZheng, Jin January 2009 (has links)
Submitted in partial fulfillment of the requirements for the
Master of Technology Degree: Public Relations Management, Department of Marketing, Retail and Public Relations, Faculty of Management Sciences, Durban University of Technology, 2009. / This study presents the research of an investigation into the intercultural
communication barriers between Zulu and Chinese students at selected
Higher Education Institutions in Durban. To achieve this aim, two sets of
questionnaires were administered separately to Zulu and Chinese students at
two HEIs in Durban and an observation report was compiled.
This study reviewed theories and literature relevant to defining and
understanding the barriers to intercultural communication. The insights gained
from this literature review were used to interpret the results which were
obtained through a quantitative and qualitative research methodology.
The findings revealed that intercultural communication barriers do exist
between Zulu and Chinese students. Findings also found that language
problems amongst Zulu and Chinese students are viewed as common barriers,
especially where the communicators speak different languages. Comments
from respondents revealed that a communicators‟ accent, different grammar
structure and the words they use are confusing during their intercultural
communication experience. Cultural differences and language problems were
found to be the main intercultural communication barriers. In addition, the
problems of nonverbal communication, racism, ethnocentrism, cultural
stereotyping were also viewed as obstacles of the intercultural communication
process.
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Gay intolerance in the language of Stellenbosch students : a critical discourse analysis of Campus News MediaMongie, Lauren 03 1900 (has links)
Thesis (MPhil (General Linguistics))--Stellenbosch University, 2008. / This thesis has been written in partial fulfillment of the requirements of a masters
programme in intercultural communication. The study focuses on aspects of linguistic
communication, specifically in media discourse, where “cultural boundaries” are
determined by sexual difference and where much misunderstanding appears to be
founded in different conceptions of homosexuality. I have investigated the theoretical
frameworks within which discursive reflection on homosexuality can be studied from
an interdisciplinary perspective. The research examines reports in a student
newspaper that topicalise homosexuality; it also considers reports that are part of a
discourse in which communication takes place between a heterosexual majority and a
homosexual minority. Reports that were published across a period of five years were
examined, in order to determine whether there has been any development in the
discourse.
This investigation of a particular kind of intercultural media discourse has been
augmented by investigating attitudes towards the minority group by means of a
questionnaire, designed by Kite and Deaux (1986: 137). This questionnaire was
distributed among 240 students in an attempt to determine whether their reported
attitudes coincide with those reported in the media. Despite the fact that
homosexuality was removed from the Diagnostic and Statistical Manual of Mental
Disorders (DSM) more than 30 years ago, reports of homophobic violence and
attitudes in news media reveal that a significant percentage of the population still
views homosexuality as an illness, a psychological disorder or as sin.
The aim of this thesis was to examine the possible (re)enforcement of such
homophobic ideologies in news media, as well as the possible (re)enforcement of
increasingly tolerant ideologies, by making use of frameworks developed within
Critical Discourse Analysis, by van Dijk (1998) and Gelber (2002). While the results
of the media analysis indicate a growing acceptance of homosexuality, the survey
results reveal that the majority of the heterosexual students surveyed still maintain homophobic attitudes. Furthermore, discrepancies in the survey results reveal the
complex nature of such attitudes.
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“Real men”, “Proper ladies” and mixing in-between : a qualitative study of social cohesion and discrimination in terms of race and gender within residences at Stellenbosch UniversityRobertson, Megan Aimee 04 1900 (has links)
Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: My research is motivated by concerns with promoting „transformation‟ in Stellenbosch
University, a formerly white Afrikaans University which is still predominantly white in terms
of numbers and proportions of students attending the institution. While I argue about the
importance of taking measures to promote more „diverse‟ student populations, I am critical of
discourses which equate transformation with „improving‟ demographic profiles defined in
terms of numbers of black, white, coloured and Indian students. I argue that understandings
of transformation and diversity need to engage with the students‟ views and experiences of
the university in order to make meaningful change with regard to social cohesion and
integration, which goes beyond statistical change. My research does this by exploring how
students from particular residences, in Stellenbosch University, construct and experience
university and residence life and their own identifications. The students were interviewed in
friendship groups, selected by the students themselves, and a key concern of mine was to
facilitate conversations with them on broad themes relating to their reasons for coming to
Stellenbosch and their interests, aspirations, motivations, identifications and disidentifications
as particular students in particular residences in Stellenbosch. I was
particularly concerned to pick up on issues which the students raised in these „focus group
discussions‟ so that the students, themselves, played a key role in setting the agenda in the
discussion and they and their reflections on their experiences and constructions of themselves
and others became the topic of discussion. Rather than taking the group interview as an
„instrument‟ (as interviews, like questionnaires, are often described in methods texts in the
social sciences), I write about it as ethnographic encounter involving them and myself as
participants, and I explore insights about the nature of their friendships and relationships
derived from first-hand experience, of how they engage with their selected friends and with
me in the research group. Furthermore, by engaging with them as authorities about their lives
and identifications as particular kinds of students at Stellenbosch, and posing questions which
encouraged them to reflect on these. I argue that this kind of research can itself become a
model of good pedagogic and „transformative‟ practice. / AFRIKAANSE OPSOMMING: Nie beskikbaar
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Bybelonderrig in staat- en staatsondersteunde skole in 'n multi-religieuse samelewingBraaf, Annetta Johanna 12 1900 (has links)
Thesis (MEd)--Stellenbosch University, 1994. / Includes bibliography / ENGLISH ABSTRACT: The relevance of Biblical Instruction and
Instruction in state and state-supported schools
Africa is reviewed in this thesis. The various
Religious
in South
education
departments in South Africa have been presenting religious
instruction from a Christian perspective in schools,
especially since 1967. It is also clear from a demographic
distribution of religions that most of South Africa's
inhabitants belong to the Christian faith. People and
pupils who are not Christians are exempted from religious
instruction in accordance with the conscience clause.
Because of changing political and social circumstances and
school structures due to the implementation of statesupported
schools, there has been a strong emphasis on the
presentation of Biblical Instruction or Religious
Instruction as a school subject. Aspects of this which
receive particular the
following:
the relevance
dispensation;
attention
of the
in this thesis are
subject in the teaching
the legitimacy of the subject due to the negative
experience of Christian National Education in the past;
the lack of recognition of religious pluralism in state
and state-supported schools in South Africa.
The presentation of the traditional single-dimensional
approach is investigated, but the possibility of a multireligious
approach to address the problem is also explored.
The thesis includes a theoretical study of international and
national sources as well as an empirical survey conducted at
41 selected secondary schools in the Western Cape and Boland. Questionnaires were used for the survey which
involved the following education departments:
The Department of Education and Culture.
The Department of Education and Training.
The Cape Education Department.
It emerged clearly from the survey that religious pluralism
is a reality in state and state-supported schools. The
theoretical and empirical studies also highlighted the
following problems:
the professional qualifications of religious
instruction teachers;
the child's religious potential and development which
are not taken into account;
the child's own religious experiences and experiences
in the classroom situation which are not addressed;
the issue of the legitimacy of the subject as a
consequence of its historical context;
the lack of relevance of the subject content;
the interest in a multi-religious approach among the
majority of teachers as well as pupils.
The problems will not be
multi-religious approach
solved simply by
in the schools.
converting to a
The problems
experienced in the single-dimensional approach should first
be addressed thoroughly.
For a legitimate multi-religious approach, the following
should be taken into consideration:
the child's religious potential and development;
the child's own religious and personal experiences;
possible further in-service training for teachers to
enable them to cope with such an approach;
a change in the process of curriculum development in
order to address the issue of religious pluralism;
a new name for the subject. In this respect a name such
as Religious Studies could be usefully implemented. / AFRIKAANSE OPSOMMING: Die relevansie van Bybelonderrig of Godsdiensonderrig in
staat- en staatsondersteunde skole in Suid-Afrika word in
hierdie tesis in oenskou geneem. Die onderskeie onderwysdepartemente
in Suid-Afrika het veral sedert 1967 godsdiensonderrig
vanuit 'n Christelike perspektief in skole
aangebied. Uit die demografiese geloofsverspreiding het dit
oak geblyk dat die meeste inwoners van Suid-Afrika aan die
Christelike geloof behoort. Persone en leerlinge wat nie
tot die Christendom behoort nie, is gevrywaar van godsdiensonderrig
op grand van die gewetensklousule.
Met die veranderde politieke en sosiale omstandighede en
skoolsamestelling met die implementering van staatsondersteunde
skole I is daar 'n sterk fokus op die aanbieding van
Bybelonderrig of Godsdiensonderrig as skoolvak. Aspekte
waaraan veral in hierdie tesis aandag gegee is, is die
volgende:
die relevansie van die vak in die onderwysbedeling;
die legitimiteit van die vak as gevolg van die negatiewe
ervaring van die Christelik-nasionale onderwys in
die verlede;
die afwesigheid van die erkenning van religieuse pluralisme
in staat- en staatsondersteunde skole in Suid-Afrika.
Die aanbieding van die tradisionele enkelvoudige benadering
is ondersoek, maar die moontlikheid van 'n multi-religieuse
benadering om die probleem aan te spreek, word oak aangespreek.
Teoretiese studie op internasionale en nasionale vlak, sowel
as n empiriese doelgerigte steekproef is geloods aan 41 geselekteerde sekondere skole in die Wes-Kaap en Bolandstreek.
Vir die doelgerigte steekproef is van vraelyste
gebruik gemaak waarin die volgende onderwysdepartemente en
privaatskole betrek is:
Die Departement van Onderwys en Kultuur.
Die Departement van Onderwys en Opleiding.
Die Kaaplandse Onderwysdepartement.
Uit die doelgerigte steekproef het dit duidelik geblyk dat
religieuse pluralisme 'n werklikheid in staat- en staatsondersteunde
skole is. Die teoretiese en empiriese studie
het ook die volgende probleme belig, nl.:
die professionele bevoegdheid van godsdiensonderwysleerkragte;
die kind se religieuse potensiaal en ontwikkeling wat
nie in ag geneem word nie;
die kind se eie religieuse en lewenservarings in die
klassituasie wat nie aangespreek word nie;
'n legitimiteitskwessie van die vak as sodanig vanwee
sy historiese konteks;
die afwesigheid van relevansie van die vakinhoud;
'n belangstelling in n multi-religieuse benadering
deur die meerderheid van die leerkragte sowel as leerlinge.
Die problematiek sal nie sander meer opgelos word met 'n
oorskakeling na n multi-religieuse benadering in die skool
nie. Die probleme wat in die enkelvoudige benadering ervaar
word, behoort eers deeglik aangespreek te word.
Vir 'n legitieme multi-religieuse benadering behoort die
volgende in aanmerking geneem te word:
die kind se religieuse potensiaal en ontwikkeling;
die kind se eie religieuse en lewenservarings;
die moontlike verdere indiensopleiding van leerkragte
om so in benadering te kan hanteer;
'n verandering in die kurrikuleringsproses om religieuse
pluralisme aan te spreek;
'n nuwe benaming vir die vak as sodanig. In hierdie
verband sou 1 n vaknaam soos Religieuse Studie sinvol
geimplementeer kon word.
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