Dissertation submined in fulfilment of the requirements for the degree Magister Educationis in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1998. / The aims of this investigation were: * To pursue a study of relevant literature of the life-world of the black child in the ex-Model *C schools. * In the light of the findings obtained from the literature study formulate recommendations which could serve as guidelines according to which accountable support can be instituted in order to meet the needs of the black learner in "ex-Model *C* schools" who may be experiencing educational distress. As an introduction the nature and dynamics of the black child in ex-Model 'C schools are analyzed and discussed with an aim to state the problem clearly. From a psychopedagogical perspective the black child in ex-Model 'C schools often experience educational distress mainly due to the fact that the black learner has been perpetually subjected to educational neglect. Black learners during the apartheid era developed psychological and emotional problems which manifested in dysfunctional relationships with themselves, educators and educational authorities. The typical black child during the apartheid period was characterised by, inter aliay a sense of inadequacy, inferiority, hatred, envy, jealousy and racial prejudices. The educational products of apartheid education in many black communities, were unemployed, frustrated and highly politicised militant adolescents, who stumble though life with a feeling of insecurity, a lack of self-confidence and opposed to any form of authority. They have a a sense of impending failure, which encourages black learners to wander aimlessly along the road of violence, alcohol and substance abuse as wel! as sexual promiscuity. Education as a true human activity which finds its actualization in the relationship between adult and child is examined more closely. From a psychopedagogical perspective the black learner in ex-Model 'C schools finds himself in a situation of dysfunctional education mainly because his live-experiencing of education in ex-Model *C schools is often without adequate assistance and guidance of a responsible parent, or adult. This results in the psychic life of the black learner in ex-Model 'C schools being under-actualised. The inadequate adult intervention and guidance, which are based on the pedagogical principles of love, trust, understanding and authority, result in the black learner forming relationships within his life-world which are inadequate for his emancipation. Thus, the black learner, more often than not, fails to constitute a meaningful life-world in ex-Model *C* schools. At present, only a few supporting services exist in ex-Model 'C* schools, unfortunately these support services are not compatible or commensurate with the needs of historically, economically and environmentally deprived black learners. Support services which endeavour to rehabilitate family relations, eliminate hindrances to successful learning and supervises those who are offered assistance, are desperately needed. The fact that the black learner is a "child" that should be assisted by parents and the school in his transition process of becoming, is at present not given enough attention in ex-Model 'C* schools. There is a lack of the suitably qualified personnel and funds to offer the needed support by the existing support services. The findings of this research hence recommends the following: * School preparedness of the ex-Model TC school to accommodate all races. * Academic support for black learners at ex-Model *C* schools. * Compulsory guidance and counselling for all black learners at ex-Model X' schools. Establishment of school clinics to assist the black learner in particular. Guidance and involvement programmes at ex-Model 'C schools for black parents. Adequate pre-service and in-service preparation of teachers for ex-Model 'C schools for multi-racial education. Further research into this aspect of multi-cultural education.

M.Ed. (Educational Leadership and Management) / In our dynamic South African society effective leadership is a huge challenge and an important responsibility. It has to be realised that one of the realities that is increasingly imposing itself on socio-politico-economic management all over the world, as globalisation becomes dominant, is the need to manage diversity (Kauzya, 2002:2). School leaders are faced with the challenge of transforming schools to comply with rapidly changing policies to meet the needs of a changing society, and are in a key position to develop a strategy for promoting and managing diversity (Naidu, Joubert, Mestry, Mosoge & Ngcobo, 2008:2). Managing diversity in the workplace is a worldwide phenomenon (Harris, Moran & Moran, 2004:208). Unlike other culturally diverse countries such as the United States, Britain, Canada and Australia which have paid attention to multicultural issues since the 1970s, South Africa is now only beginning to face the challenges brought about by a multicultural approach (Grobler, Wärnich, Carrell, Elbert & Hatfield, 2006:79; Loock, Grobler & Mestry, 2006:16). Managing diversity in South Africa is no easy responsibility due to historical racial segregation and institutionalised separate development, which resulted in a lack of understanding between people from different backgrounds and cultures (Meier, 2007:655; Ngobese, 2004:19-20). If managed well, diversity provides benefits that enhance organisational performance. When ignored or mismanaged, diversity brings challenges and obstacles that can hinder the organisation‟s ability to achieve organisational goals (Cox, 2001:4; Moodian, 2009:36).

Thesis ( M.A. (African languages)) --University of Limpopo, 2013 / The study discovered that above mentioned situation has hardly changed English in the in the school under review is fill medium of instruction of the majority of learners,power of Afrikaans. A major recommendation of the study is that African languages should be introduced as medium of infraction for African language speakers in all former model school

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research. Johannesburg 2013 / This study investigates and addresses the issue of bullying of teachers by learners, which is also referred to as teacher-targeted bullying (TTB). The purpose of this study is to obtain data relating to the nature and extent of teacher-targeted bullying in a High School in Gauteng West. The setting is a former Model C, co-educational school, consisting of 1 354 learners (Grade 8 to Grade 12). The ethnicity of the School is predominantly Black, with 60% Black learners to 40% Caucasian, and the gender ratio of learners in the school is 706 girls to 648 boys. The current teacher population consists of a staff quotient of seventy-five teachers (75), twenty (20) male and fifty-five (55) female teachers, who are employed at the school, which will also be known as “the workplace” for the purposes of this research. The procedure for this research entailed using a teacher group of seventy (70) teachers, of whom fifty four (54) volunteered to complete the questionnaire, allowing an in-depth response by establishing factors contributing to the difficulties of learner bullying experienced by teachers; the effect on teacher performance, morale and student learning; and the support needed from education management for teachers experiencing bullying by their learners. From these questionnaires, the process was extended to a semi-structured interview, in order to follow up on the questionnaire. This allowed an understanding of the teacher’s life experiences or situations as experienced in their own words, for the twelve (12) volunteer teachers who had experienced bullying by learners. In this mixed method design, quantitative results enhanced generalizability, and qualitative results helped to explain how teachers experienced teacher-targeted bullying by learners in this Gauteng West High School. The research findings indicated that, prominent in this study, is the stress reported by teachers relating to the disciplining of learners. The level of reported learner-on-teacher-bullying was more evident in the classroom. It was also reported that all Grades were problematic for teachers, but the level of reported stress was more evident with Grade 9 male learners in same-gender classes. Furthermore, difficulties within this school environment, as well as the effect on teachers’ performance, morale and support from school management were established. In an effort to respond to the epidemic of learners who target and bully teachers, a reconceptualisation of the learner-on-teacher-bullying construct in the School under review, as well as other schools in South Africa, is needed. Thus bullying of teachers by learners must be tackled as a whole-school issue, with the focus on positive learner behaviour, good support structures, and active leadership, ensuring that staff are not only supported, but are also seen to be supported, by the various role players.

Black South African learners are registered in ex-Model C schools to receive their education. The language of learning and teaching is English, whilst these learners’ English language proficiency is limited. They come from different townships and rural areas, and their home languages are indigenous languages. Limited English Proficiency (LEP) is a serious barrier that hinders the learners’ true potential. The Department of Education expects the schools to assist the learners by identifying the gaps in their education early, and by offering support. The study aims to investigate and describe the challenges facing black, English second-language South African learners and to meet their needs by offering suggestions as to how they could be assisted to learn and achieve according to their full potential. There is a need to heighten the awareness of different stakeholders who are involved in educating the learner and to stimulate their interest to assist in meeting the learners’ challenges. The author has made use of mainly qualitative research methodology, and in some instances had followed the quantitative method of research. All the participants were from a specific ex-Model C school in Pretoria. The data were gathered by means of a literature review, document analysis, questionnaires, and classroom visits and observations. The study has revealed that the black South African learners in ex-Model C schools are faced by numerous challenges owing to their limited English proficiency, and that they do not meet the requirements to pass their grades. Their inability to cope affects their self-esteem and confidence negatively. The learners do not take risks to participate actively during lessons as they tend to avoid embarrassment and being teased by their peers. The study further revealed that there are other contributing factors to the learners’ challenges, such as teachers who cannot assist the learners in the language that the learners understand (indigenous languages), parents’ limited English proficiency, learners rising at 05:00 to prepare to get to school, late attendance of classes, absenteeism, waiting till late in the afternoons to be fetched from school, unsupervised homework and a lack of appropriate resources at home. The study resulted in formulating guidelines and recommendations that will help meet the challenges faced by black South African learners in ex-Model C schools, and support them. / Dissertation (MA)--University of Pretoria, 2012. / African Languages / unrestricted

Student Number : 8708508W - PhD thesis - School of Education - Faculty of Humanities / As the title implies, this research concerned the convergence of race and culture in school settings. How the two categories are related is a complex matter, especially in the context of South Africa where race has played, and continues to play, a critical role in the formation of culture. The study aimed to investigate the dynamics of teaching and learning in racially diverse classrooms in three historically white former Model C Schools in Ekhuruleni East District of Gauteng Department of Education (GDE). To this end I conducted a multiple case study with Grade 8 pupils and their teachers, with a primary intention of illuminating the challenges, attitudes and emotions experienced by teachers and pupils, as well as the dynamics between teachers and pupils, and among pupils. Eight questions guided the data collection through extended on-site observation and interviews: (i) What are the experiences and challenges of teachers and pupils in racially/culturally diverse classrooms? (ii) How do teachers and pupils respond to these experiences and challenges? (iii) What preparation if any, have teachers had in order to face these challenges in racially/culturally diverse classrooms? (iv) How do teachers and pupils and pupils and pupils from diverse race groups interact? (v) What are teachers and pupils opinions about racially diverse classrooms?(vi) What is the significance of race to pupils at the three schools? (vii) How is race conceptualised and lived at school? (viii) What is the impact of the discourse of race on the lives of black pupils? The theoretical framework of this research is situated in the field of teaching and cultural diversity. In order to place the research questions and findings in the context of international and local research and debate on cultural diversity in education, I consulted a wide range of both international and local literature. The thesis presents the main research findings, in terms of four broad themes that cut across the research questions: Change, Subjective Reality and Assimilation; Discourse of Blame and Cultural Deficit Discourse; Home Culture versus School Culture; Perceived Racism or Racism as a Consequence of Change. The analysed data revealed that teachers’ were frustrated and it was evident from their subjective reality that they were not dealing well with change. Pupils preferred homogeneous groups rather than integrated groups thus there was little interaction between racial groups. Hostility was evident and in some cases resulted in fights between black and white pupils. Black pupils perceived the presence of racism among some white teachers and pupils This study could, despite its limitations, pave the way for far more elaborate studies to be conducted.. Since statutory racial integration in South Africa is only ten years old the discourse of racial diversity needs to be illuminated through extensive and intensive research. Teachers need to address both social and educational aims simultaneously as the findings suggest that unless teachers acknowledge and understand diversity in their classrooms and understands the backgrounds of their pupils; these pupils are likely to remain marginalised and desegregated schools run the risk of not contributing to social change.

Magister Artium (Psychology) - MA(Psych) / The central aim of this study was to explore the identity formation of black African middle class young adults in the context of their educational and language experiences in ex-model C schools. The study was motivated by a need to understand how socio-historical events which play out in language in education policies and practices, affected the identity constructions of young black adults who had been through a schooling system where English was used as the language of instruction. The study adopts social constructionism as the epistemological position, given that it considers individuals’ identities to be socially, historically and culturally constructed. Postcolonial approaches to identity construction were utilised, influenced by the works of Frantz Fanon and Hussein Bulhan. The study utilised a qualitative design, using semi-structured interviews as the method of data collection. Three participants who formerly attended ex-model C schools were interviewed. One interview was conducted for each participant. Thematic analysis was then used as a method of data analysis to identify the ways these young adults make sense of their experiences relating to identity constructions. With regard to the findings of the study, three main themes were identified, namely making sense of the new school environment, identity construction, and the role of language in the participants’ lives. Overall, findings of the study revealed that identity constructions were not static, but instead reflected the historical and social processes in which the participants lived. The participants adapted to the language of the school, and considered themselves to be multilingual as they were able to communicate in the language that was required for economic success. The present hegemonic status of English was accepted by the participants, because the ability to communicate in this language meant job security and an ability to communicate beyond boundaries. The mother tongue was still used by these participants, but it was used in contexts which were deemed appropriate by the participants. Race and class as markers of difference emerged as important constructs for identity formation. In conclusion, it was found that these young adult speakers of indigenous African languages were negating their mother tongue in the school and in social and economic contexts. In some cases, this led to alienation or feelings of inferiority. Indigenous African languages need to be promoted in the educational setting, and further acknowledged in other sectors of society and the economy. If African languages are presented as having some sort of utility in the economic sector, this will hopefully result in a change of attitude amongst indigenous African language speakers towards their own languages, contributing to the construction of multilingual identities which will reflect a truly democratic society.

Summaries in Afrikaans and English / The aim was to establish factors related to learning motivation and learning attitude of learners in historically coloured schools. An eclectic approach was followed because theoretical views on motivation could not furnish a comprehensive theory. The definition emerging from this approach states that motivation is a process started within a person to create a state of need for satisfaction and happiness that can be reached by instigating and sustaining goal-directed activity. The link between learning and motivation, as well as related factors, was ascertained. Determinants of high and low levels of learning motivation were established. Programmes aimed at higher motivation levels were explored. Empirically it was proven that grade 9 learners in historically coloured schools leaned more towards an extrinsic orientation; grade 12's more intrinsic. An intervention programme is suggested. / Die doel was om vas te stel watter faktore hou verband met die leermotivering en leerhouding van leerders in histories bruin sekondere skole spesifiek. 'n Eklektiese benadering is gevolg omdat die teoretiese beskouings oor leerrnotivering nie 'n bevredigende allesomvattende teorie kon verskaf nie. Die werksdefinisie van motivering is 'n gevolg daarvan en lui as volg: motivering is die proses wat in die persoon aan die gang gesit word om 'n staat van behoefte na tevredenheid en geluk te skep wat bereik kan word deur doelgerigte aktiwiteit aan te stig en aan die gang te hou. Die verband tussen leer en motivering is bepaal asook die faktore wat verband hou met leermotivering. Bepalers van hoe en lae leermotiveringsvlakke is vasgestel en ingrypingsprogramme gemik op verhoogde motivering is ondersoek. Empiries is bewys dat die graad 9-leerders meer geneig is tot ekstrinsieke orienterings rakende leermotivering; graad 12-leerders meer intrinsiek. 'n lngrypingsprogram word voorgestel. / Teacher Education / M. Ed. (met spesialisering in Voorligting)

Text in Afrikaans / Die verskynsel van gedesentraliseerde onderwyshestuur, of selfbestuur van skole (SBS), 1s 'n helangrike internasionale ontwikkeling in onderwyshestuur. 'n Afwenteling van gesag vind vanaf 'n hoer onderwysheheerliggaam na die plaaslike hestuurs- of skoolvlak plaas. Die nuwe wyse van selfhestuur van skole in Engeland en Wallis word saamgevat met die term Local Management of Schools (LMS), terwyl die soortgelyke inisiatief in die VSA en Kanada School-Based Management (SBM) genoem word. Talle aspekte van SBM en LMS sluit in 'n groot mate aan by die Suid-Afrikaanse variant van SBS, die bestuur van staatsondersteunde (Model C-) skole. In aansluiting by die literatuuroorsig wat in hierdie navorsing gedoen is, is kwalitatiewe data deur middel van onderhoude met opvoedkundiges wat direk by die bestuur van staatsondersteunde skole betrokke is, ingesamel. Klem is deurentyd in hierdie studie gele op die skoolhoof se veranderde bestuurstaak ten opsigte van die bestuur van die personeel en die gemeenskapsbetrokkenheid. bestuur van finansies, die bestuur van ouer- en Ten slotte is die volgende onder meer bevind: 'n Oorwegend deelnemende, deursigtige bestuurstyl van die skoolhoof is 'n wesenlike vereiste vir die eff ektiewe selfhestuur van skole. Die hestuur van die finansies bet die grootste enkele verandering in die rol van die skoolhoof in staatsondersteunde skole teweeggebring. Elke hoof behoort die kundigheid van 'n verskeidenheid persone te benut, en hy behoort soveel personeellede as wat prakties moontlik is, by die bestuur van die skool te betrek. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer.Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. / Decentralised educational management, or self-management of schools, is an important international development in the field of educational management In this process the decision-making authority is delegated from a central office to the local school level. In England and Wales this new approach is labelled Local Management of Schools (LMS), while School-Based Management (SBM) refers to basically the same initiative in the USA and Canada. Many aspects of the South African variation of selfmanagement of schools, namely the management of state-aided (Model C) schools, are quite similar to SBM and LMS. In addition to the literature review undertaken for this study, qualitative data have been gathered through interviews with a number of educationists who are directly involved in the management of state-aided schools. The main focus was on the changed management role of the principal with regard to financial management, staff management, and the management of parent and community involvement The research concluded with the following findings: A participatory, transparent management style is the key to effective and successful self-management of schools. Financial management has caused the biggest single change in the task of the principal of a state-aided school. Every principal ought to consult as widely as possible, and involve as many staff members as is practicable in the financial management of the school. The principal, management body and parents ought to ensure that a partnership is developed in which there is openness, mutual trust and collaboration. The principal, as managing executive, should also try to ensure that the management body functions effectively. The parents, school community and pupils should be offered the opportunity to participate in a formal, controlled way in the strategic planning and management of the state-aided school / Educational Leadership and Management / D.Ed.

The problems concerning the future management of state-aided (Model C) schools fall into two main categories, namely problems intrinsic to the Model C schools and the problem of giving substance to the stated vision of the ANC. Model C schools were seen as a South African model of school self-management. A study of the literature relating to school self-management in general, and how it is practised in various countries, was made and the management of state-aided (Model C) schools was analyzed. A impirical investigation was conducted to ascertain the perceptions of various role-players in school management about their duties and responsibilities in this regard. A model for the self-management of state-aided schools, based on the Caldwell and Spinks' s model, and conforming to various criteria, is proposed. The proposed model is, in the opinion of the researcher, applicable not only to State-aided schools, but to all schools in South Africa as it allows individual schools to accept as much or as little self-management as is consistent with the capacity of their communities to provide effective and efficient service. It also allows schools to accept increases in self-management as their communities gain in management skills and expertise. / Educational Studies / D.Ed. (Educational Management)