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An examination of teaching as practical political activityPhelan, Anne M. 08 August 2007 (has links)
This dissertation examined the notion of teacher as an agent of social change. The participants were feminist, university teachers. The study is important because it explored schools as political sites where teaching and learning are understood in terms of democratic citizenship and social justice. The theoretical base for the research was neo-marxist theory drawing specifically on the concept of teacher as "transformative intellectual".
The case study strategy, following an ethnographic model, was the qualitative research method employed. Symbolic interactionism was the theoretical orientation of the methodology. It was selected because of its consistency with the perspective that meaning is socially constructed which was an assumption of the study. Data analysis took the form of the constant comparative method. Two notions of validity that guided the study were the mutual development of self-consciousness by inquirer and respondents, and the creation of a dialogical ethnographic text which avoids violation of the participants realities.
The findings of the study suggest that the notion of transformative intellectual may rely too heavily on abstract, and highly rationalistic, constructions of "experience", "empowerment" and "dialogue" as transformative strategies. Moreover, the study underscores a need to attend to the transformative intellectual as complicit in the production, and legitimation, of certain kinds of knowledges, in the context of pedagogy as an "interactive productivity". Additionally, "transformative" may not refer to a state, or characteristic, of an individual teacher but rather to a relationship between individuals in a group. Finally, the study points to the immense difficulties posed by the university institution to the work of the would-be transformative intellectual. Further research may be needed to explore individual and group efforts to overcome those difficulties faced by the teacher as an agent of social change. / Ed. D.
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Inclusion as a strategy for promoting social wellness of juveniles in Gauteng correctional centreMakhurane, Forget 11 1900 (has links)
Inclusion has been embraced in many communities as a useful strategy in addressing learner diversity. Juveniles in correctional centres are usually different and have various needs. Applying inclusion in such a setup is envisaged to address the needs of diverse learners. The study focuses on how inclusion can be used as a strategy to promote social wellness of juvenile offenders in a bid to reduce recidivism and to facilitate smooth social re-integration. The aim of the study was to investigate and explore ways in which inclusion can be used to promote social wellness among juvenile offenders. The ecosystemic theoretical framework was used as a lens to explore the impact of social systems in the development of juvenile offenders. Qualitative research design was used and data were collected by means of semi-structured interviews. Ten juveniles and teachers were selected in a Gauteng correctional centre on the basis of availability and willingness. Participants were informed that their participation was voluntary and all the information concerning the study was communicated to them. They were given consent forms to complete after they had agreed to participate. Findings revealed that education at the centre promotes social wellness and had resulted in positive behavioural change among most juveniles. Relationships among juveniles and with stakeholders also improved with education received at the centre. The major challenges faced were that teachers had not received adequate training in inclusion and inadequate psycho-social support was given to inmates. It was recommended that teachers be given in-service training in inclusion and how to deal with learners with behavioural challenges. More psycho- social support should be provided and family involvement to be intensified. / Inclusive Education / M. Ed. (Inclusive Education)
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Social aspects of integration of children with profound hearing impairment in Hong Kong primary schoolsPang Lau, Seung-man, Bessie., 龐劉湘文. January 1990 (has links)
published_or_final_version / Education / Master / Master of Education
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Inclusion as a strategy for promoting social wellness of juveniles in Gauteng correctional centreMakhurane, Forget 11 1900 (has links)
Inclusion has been embraced in many communities as a useful strategy in addressing learner diversity. Juveniles in correctional centres are usually different and have various needs. Applying inclusion in such a setup is envisaged to address the needs of diverse learners. The study focuses on how inclusion can be used as a strategy to promote social wellness of juvenile offenders in a bid to reduce recidivism and to facilitate smooth social re-integration. The aim of the study was to investigate and explore ways in which inclusion can be used to promote social wellness among juvenile offenders. The ecosystemic theoretical framework was used as a lens to explore the impact of social systems in the development of juvenile offenders. Qualitative research design was used and data were collected by means of semi-structured interviews. Ten juveniles and teachers were selected in a Gauteng correctional centre on the basis of availability and willingness. Participants were informed that their participation was voluntary and all the information concerning the study was communicated to them. They were given consent forms to complete after they had agreed to participate. Findings revealed that education at the centre promotes social wellness and had resulted in positive behavioural change among most juveniles. Relationships among juveniles and with stakeholders also improved with education received at the centre. The major challenges faced were that teachers had not received adequate training in inclusion and inadequate psycho-social support was given to inmates. It was recommended that teachers be given in-service training in inclusion and how to deal with learners with behavioural challenges. More psycho- social support should be provided and family involvement to be intensified. / Inclusive Education / M. Ed. (Inclusive Education)
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Texts of identity: rewriting the self within a multicultural school communityKlugkist, Dagmar Adina Inga 31 December 2007 (has links)
The study records narratives told by 11 black and coloured ex-pupils, who between 1992 and 1998 gained access to being educated at a private European school in the suburbs of Johannesburg. The contextualised stories of how they developed "texts of identity" for themselves within the multicultural setting of the school were used to explore a process called "rewriting the self". The identity of the school also is contextualised within its own socio-cultural community, as well as that of multiculturalism in schools.
The study is placed within a postmodern Community Psychology epistemology, with a social constructionist "lens" attached to it. The excess of a social construction "lens" (such as "anything goes") is countered by defining the key notions of "texts of identity" - a "sense of self", "human diversity" and "multiculturalism" - within the collapsed boundaries of sameness and differences, global and local, as well as personal and collective notions of the self. The notion of transformation is contextualised as part of the process of "rewriting the self". This is illuminated by means of discourses of the past and human agency/empowerment as well as those related to the South African history of colonisation and apartheid.
Narrative discourses also are introduced as a related epistemology and used to construct the ex-pupils' narratives within an Action Research mode, formulated in three ever-widening and interlocking phases. In the process of re-telling their stories the ex-pupils gained self-knowledge regarding how their schooling experiences allowed them to "stretch across (their) boundaries" and re-identify themselves anew. The vantage point was achieved by means of the ex-learners deconstructing their stories as part of a series of reflexive conversations.
The insights yielded in this manner achieved the objective of the narrative research procedure. Viewed in a wider South African context, the ex-pupils' personalised stories highlight important issues that help or do not help South Africans make sense of their past and re-identify themselves within new boundaries. One issue that still hamstrings South Africans "rewriting the self" is the dominant discourses of the past regarding race and culture. It is suggested that a "common humanity" discourse (as well as that of "hybridity") be developed more fully as the way out. / Psychology / D.Litt. et Phil. (Psychology)
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Die ondersteuning van leerders uit hoe risiko-gemeenskappe in primere skoleDe Jager, Leon 04 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: There are learners in the South African education system that reside and live within highrisk
situations. These high-risk situations impact on the family-, scholastic and
community contexts and also the relationship variables existing between these systems.
The risk situations in which these learners live, cause and/or on occasion lead to early
school exiting, teenage pregnancy, alcohol and substance abuse, the choice of living on
the streets, youth misbehaviour and gangsterism. It is therefore important to determine
and recognize the environmental contexts in which these learners find themselves to on
the one hand reach a better understanding of this phenomenon, and on the other hand to
organise effective aid and assistance initiatives.
The following can be reported in this regard:
Inconclusive evidence exists with respect to the exact nature of the problems, which
confront primary school learners from high-risk situations.
A shortage of effective strategies exists to support primary school learners from
high-risk situations.
This research is undertaken from a social constructionist, contextual ecosystemic
perspective. The research is founded on a combination of both qualitative and
quantitative methodological approaches and is undertaken within the interpretive research
paradigm.
An encompassing literature review was undertaken during which the following aspects
were described and determined, namely:
The problems encountered by learners from high risk situations.
Recommendations from South African state departments regarding the assistance
and support for learners from high-risk situations. Guidelines collected from the literature regarding the assistance and support for
learners from high-risk situations.
The empirical investigation is aimed at identifying the nature and extent of the prominent
problems being experienced by learners from high-risk situations. Guidelines were
developed by which learners from high-risk situations can be assisted and supported.
These guidelines were developed on the basis of the research results yielded by the
empirical investigation and a synthesis derived from literature exploration and the
integration of empirical findings.
The research focuses on Grade Seven learners from ten selected primary schools in the
Boland region. The investigative instruments used during this research were the
questionnaire, photo analysis and the focus interview. The research findings have shown
that learners are more inclined to leave the school prematurely because of insufficient
relationships that exists between the family, the community and the school. An integrated
approach between these contexts is therefore essential to develop strategies in order to
prevent learners from dropping out of school. / AFRIKAANSE OPSOMMING: Daar is leerders in die Suid-Afrikaanse onderwyssisteem wat 10 hoë risikoomstandighede
woon en leef Hierdie risiko-omstandighede het 'n impak op hulle
gesins-, skolastiese en gemeenskapskontekste asook die verhoudingsveranderlikes wat
daar tussen hierdie sisteme bestaan. Die risiko-omstandighede waarin hierdie leerders
leef, veroorsaak en/of lei soms tot byvoorbeeld voortydige skoolverlating,
tienerswangerskappe, drank- en dwelmmisbruik, die keuse van 'n lewe op straat,
jeugwangedrag en bendevorming. Dit is van belang om die omgewingskontekste van
hierdie leerders te begryp en te verreken om enersyds tot 'n beter begrip van die
fenomeen te kom, maar om andersyds effektiewe hulpverleningsinisiatiewe te ontwikkel.
Die volgende kan in hierdie verband gemeld word:
daar bestaan onvoldoende inligting ten opsigte van die wesenlike aard van die
probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar;
daar is 'n gebrek aan effektiewe strategieë om leerders uit hoë risiko-omstandighede
aan primêre skole te ondersteun.
Hierdie navorsing word onderneem vanuit 'n sosiaal-konstruksionisties, kontekstueelekosistemiese
perspektief Die navorsing steun op 'n kombinasie van beide kwantitatiewe
en kwalitatiewe metodologiese benaderings en word onderneem vanuit die
interpreterende navorsingsparadigma.
'n Omvattende literatuurstudie is onderneem waartydens die volgende aspekte beskryfen
beredeneer is:
die probleme wat leerders uit hoë risiko-omstandighede ervaar.
aanbevelings uit staatsdepartemente in Suid-Afrika oor die ondersteuning van
leerders uit hoë risiko-omstandighede. riglyne vanuit die literatuur oor die ondersteuning van leerders uit hoë risikoomstandighede.
Die empiriese ondersoek is daarop gemik om die aard en omvang van die prominente
probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar te
identifiseer. Riglyne waardeur hierdie leerders ondersteun kan word, is ontwikkel.
Hierdie riglyne is ontwikkelop grond van die navorsingsresultate van die empiriese
ondersoek en 'n sintese vanuit die literatuurverkenning en die integrasie van die
empiriese bevindings.
Die navorsing fokus op graad sewe-leerders aan tien geselekteerde primêre skole in die
Boland-streek. Drie ondersoekinstrumente word tydens hierdie navorsing gebruik,
naamlik die vraelys, foto-analise en die fokus-onderhoud. Die navorsingsresultate het
getoon dat leerders meer geneig is om die skool voortydig te verlaat as gevolg van
gebrekkige verhoudinge tussen die gesin, die gemeenskap en die skool. 'n Geïntegreerde
benadering tussen hierdie kontekste is daarom belangrik om strategieë te ontwikkel wat
sal verhoed dat leerders die skool voortydig verlaat.
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Curricula Responses to the Demands of Industrialization and High Technology in the MarketplaceChambliss, Virginia Ricci 08 1900 (has links)
This study addresses itself to several issues in relation to public education in the United States. First, it examines the basic social philosophies underlying the development of mass education in the United States. Secondly, it asks the question: what is the purpose of public education? Thirdly, it relates the development of public education to a dominant source of social change--industrialization, and examines the relationship between the structure and function of education in the 1800's and early 1900's, and the needs of the marketplace. Fourthly, it examines the relationship between the curricula of education in the 1980's and the needs of high technology in the marketplace.
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Personal and social education, a preventive approach to pastoral care: a case study of teachers' perspectivesYu, Ka-pik, Susanna., 余家碧. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
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Place and Education : expanding the conversation within adult ESL and other educational contextsWalker, Sarah 11 1900 (has links)
In a world replete with many views of education, it is perhaps easier to notice the
differences amongst educational perspectives rather than the interconnections. The role of this
thesis is to bring together some of these perspectives through a conceptual analysis of place and its
links to education, self, and ESL. Place is a term used in environmental philosophy to refer to a
particular space or region as experienced by a person, and to the relationships and responsibilities
which connect that person to the world in which he or she lives. Environmental philosophers argue
that the relationships bound up in place intimately shape who we are as individuals and the life
choices that we make. I will differentiate further between four aspects of place, and address what it
could mean to allow a sense of place to influence my life more deeply: what it means to be
placeful. Investigation of the politics of place and the impact of race, class, power, and global
inequalities on place experiences — areas I cannot explore deeply here - are important areas of
research to continue to expand this conversation.
The role of place in education is dynamic. I come to the classroom as an educator with two
main passions: concern for the learners and concern for the environment. Through an
understanding and awareness of place, environmental education and cornmunity/experience-based
pedagogy can come together to develop an educational system which will address the needs of the
learners, help them develop their understanding of self and place, and encourage care for and
awareness of the environment. Jane McRae and Winnie Tarn, two educators of the Association for
the Advancement and Promotion of Science Education (APASE), shared with me in a set of
interviews their perspectives on place in ESL education. The discussion of APASE's Community
Mapping Project which concludes the thesis is presented as an example of how one association has
done this: a place-centred curriculum which incorporates feminist pedagogy, understanding and
awareness of place, and the importance of addressing environmental issues.
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Texts of identity: rewriting the self within a multicultural school communityKlugkist, Dagmar Adina Inga 31 December 2007 (has links)
The study records narratives told by 11 black and coloured ex-pupils, who between 1992 and 1998 gained access to being educated at a private European school in the suburbs of Johannesburg. The contextualised stories of how they developed "texts of identity" for themselves within the multicultural setting of the school were used to explore a process called "rewriting the self". The identity of the school also is contextualised within its own socio-cultural community, as well as that of multiculturalism in schools.
The study is placed within a postmodern Community Psychology epistemology, with a social constructionist "lens" attached to it. The excess of a social construction "lens" (such as "anything goes") is countered by defining the key notions of "texts of identity" - a "sense of self", "human diversity" and "multiculturalism" - within the collapsed boundaries of sameness and differences, global and local, as well as personal and collective notions of the self. The notion of transformation is contextualised as part of the process of "rewriting the self". This is illuminated by means of discourses of the past and human agency/empowerment as well as those related to the South African history of colonisation and apartheid.
Narrative discourses also are introduced as a related epistemology and used to construct the ex-pupils' narratives within an Action Research mode, formulated in three ever-widening and interlocking phases. In the process of re-telling their stories the ex-pupils gained self-knowledge regarding how their schooling experiences allowed them to "stretch across (their) boundaries" and re-identify themselves anew. The vantage point was achieved by means of the ex-learners deconstructing their stories as part of a series of reflexive conversations.
The insights yielded in this manner achieved the objective of the narrative research procedure. Viewed in a wider South African context, the ex-pupils' personalised stories highlight important issues that help or do not help South Africans make sense of their past and re-identify themselves within new boundaries. One issue that still hamstrings South Africans "rewriting the self" is the dominant discourses of the past regarding race and culture. It is suggested that a "common humanity" discourse (as well as that of "hybridity") be developed more fully as the way out. / Psychology / D.Litt. et Phil. (Psychology)
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