The increase in teenage pregnancy among school going learners is reported in the media as a crisis. Politicians and other stakeholders have also raised their views and concerns about pregnancy. In particular, these views and concerns perceive teenage pregnancy among school going learners as a cancer that needs a remedy because it has negative consequences for the learners, in particular the girl child. However, for all the sense of public crisis concerning sexuality and schooling, the voices of young people themselves regarding their own sexual subjectivity are seldom heard. This study focused on how girls in a former model C all girls high school negotiate and make sense of the meaning of the messages that they receive from the formal curriculum. The concept of student sexual cultures was employed in this study. Student sexual cultures are the informal groups that exist in the school and the girls take part in it. It is in these groups that the girls learn about sexuality and also make sense of their own gendered identities. This study employed ethnographic techniques of classroom observation coupled with in-depth interviews, focus groups and solicited narratives in order to understand how the participants experience and "take up" the messages they receive in the formal sexuality education component of the Life Orientation (LO) curriculum. The data was collected over a period of three months and was analysed using a directed content analysis. Four dominant themes emerged from the study. Firstly, the data reveals the school is a space of competing and conflicting discourses of sexuality and the learners are involved in a constant negotiation of the meanings of the messages. Secondly, the data shows the contested and confirmations of learners subjectivity. It shows that learners are regarded as sexual beings both in the formal and informal school cultures but there are limitations around one's sexual subjectivities. Thirdly, the data reveals that the school is a site in which a variety of femininities are reproduced, contested and struggled over. Femininities are constructed in the complex context of the school thus the school emerges as a site in which multiple femininities intersect with class, race and sexuality. Lastly, this study argues for the incorporation of the discourse of erotics in the formal curriculum which allows young people's voices to be heard. This approach (discourse of erotics) can be seen as a process of becoming, which focuses on possibilities of improving sexuality education as opposed to an imposed sexual model that is applied to young people and assumed to be the solution to young people's sexuality.

D. Ed. (Education) / In this study two main educational issues are examined, namely language instruction and learning as well as classroom culture. The problems were not strictly formulated as research questions at the outset, but evolved partly during the pilot study and the fieldwork stage. The fragile character of South African education in this time of major transformation and socio-educational reconstruction, was the main impetus for this research. It was decided to focus on one educational micro-organism in order to try and sense if there were some noteworthy issues which could be reflected for generalization or subsequent research purposes. It was argued that the ecological and temporal validity of an extended emic study would reveal aspects of language Pedagogy, contextualized in a single classroom culture, which could potentially be of benefit to the wider educational community. The study was undertaken with the aim of giving a thick ethnographic description of classroom life, concentrating on linguistic factors. Two standard six English classes were observed for six months each, the one following upon the other. The same teacher taught the two comparable classes in which one major pattern emerged during the observation, namely the limited Cognitive, Academic Language proficiency (CALP) of most pupils.The choice of site was motivated by the fact that newly desegregated schools could perhaps benefit from a description (and interpretation) of English classroom life at an open school which has been functioning successfully for a number of years. During the pilot study it was presupposed that linguistic phenomena surfacing in a contemporary language classroom would be supported by the theory of Communicative Language Teaching (CLT) , which 'is theoretically based on the theory of language acquisition and especially Second Language Acquisition (SLA) and which is the dominant second language teaching theory of the day. It became clear during the pilot study that a baseline of CLT would serve a valid purpose in that the theory could be applied and, to a limited degree, even assessed at this single site, but that the data' which would be forthcoming would be spread somewhat wider than the theory of CLT. Nevertheless, it was decided to broadly limit the theory pertaining to language didactics to CLT and SLA, as the interpretation of data would possibly reflect sufficiently strongly in the theoretical framework in these two domains. In addition to a framework from theory in Linguistics, a construction of the theory of Multicultural Education was also included. The main tenets of Multicultural Education, the most important one being equality of educational opportunity, were then woven into the theoretical unit referred to as "language classroom at an urban multicultural school". This unit included a brief foray into roleplay as language teaching tool. The third part of the theoretical scaffold consisted of an exploration of qualitative research methodology, specifically ethnography. As this study is to some degree also a study in qualitative methodology which is not widely used in some research milieus in South Africa, it is regarded as an important part of the theoretical framework.

This research is aimed at identifying the challenges facing the effective management of a multicultural teaching environment in Gauteng primary schools by the school management team and educators. The research addressing the problems and sub-problems involved a literature review conceptualising multicultural education. The empirical investigation included the use of observations, a questionnaire and interviews to gather data. The findings linked to the literature review, revealed areas of strength and weakness of the school management team and educators. Based on the findings recommendations were made for school management teams and educators to design development programmes to inculcate in school management teams and educators the competencies necessary to perform effectively in a multicultural environment. / Educational Leadership and Management / M. Ed. (Education Management)

The central theme of the research is an investigation into what motivates FET phase learners to learn. All learners are interested in learning certain things however, learners interests often do not correspond with what teachers are required to teach. Teachers are therefore constantly searching for ways to motivate learners to learn. This challenge is not easy for teachers in a culturally homogenous classroom, but becomes even greater when the classes are comprised of learners from diverse cultural backgrounds. So then how does a teacher motivate learners in general, and more specifically learners from different cultural orientations? This is a difficult question to answer but one that needs to be addressed considering the diversity of cultures found in the South African classroom. In this study an attempt is made to examine what motivates learners to learn, and the influence of culture on the motivation to learn of Further Education and Training (FET) phase learners in a multicultural classroom. Data on these two elements is collected through the use of structured questionnaires and focus group interviews and is analysed in order to answer the research question. / Psychology of Education / M. Ed. (Psychology of Education)

The dynamics of the social interaction within the cooperative learning group are accepted and considered to be one of the aspects that will influence the individual learner's feelings regarding the group activity. The impact of the groupings on the quality and quantity of the observable learning within the class is considered. For this study the cooperative learning groupings were manipulated, considering aspects of the learner's social relationships uncovered with the use of a social questionnaire, which the learners completed. These details were summarised by means of a sociometric table and a sociogram. This study approaches the topic from two main perspectives. Primarily observation and naive sketches, from the learners, formed the source of the data and provided the initial perspective on the area of study. From the viewpoint provided in this information specific grouping paramaters were applied to later groups of learners, and a survey conducted. / Educational Studies / M. Ed (Socio-Education)

This study explores approaches and strategies to implement in multicultural English-medium secondary schools for the management and education of black pupils with limited proficiency in English. It attempts to identify means of enhancing and accelerating the mastery by such pupils of English at a level sufficient to support their cognitive-academic needs. An account is given of those elements of the South African education system that have contributed to the disadvantagement that such children bring to the multic,llttu'al classroom. Relevant theories of bilingual education create a theoretical context for the qualitative research that follows, in which the experiences are recorded of educators at three schools where the needs of limited-English-proficient (LEI') pupils have been addressed. Data gathering was by means of focus-group interviews. Based Oll this research, guidelines are offered to help multicultural schools design policies and implement programmes to accommodate the needs of LEP pupils. / Educational Studies / M.Ed. (Comparative Education)

Multicultural education is only one of the major changes since the inception of the new democracy in South Africa. However, this inevitable change has resulted in many challenges for educators and educational institutions in the Isipingo District, KwaZulu Natal (KZN). One of the primary responsibilities of a teacher is to manage diversity. The research addressed here focused on challenges experienced by Grade R teachers to create and maintain an unbiased classroom environment for Grade R learners in the Isipingo District, (KZN). A literature review regarding unbiased classroom environments for Grade R learners as well as an empirical investigation using a qualitative approach was conducted. A semi-structured focus group interview and a follow-up focus group interview with Grade R teachers from 3 different public multicultural primary schools were used for data gathering. The findings indicated that Grade R teachers lack the knowledge, skills and attitudes required to enhance unbiased classroom environments. The results of the investigation also indicated that teachers require effective training to help them cope with creating and managing unbiased classroom environments. / Teacher Education / M.Ed. (Specialisation in Early Childhood Development)

Evidence-Based Practice (EBP), the philosophy underpinning professional service in the health care industry in the U.S.A. and U.K., has been accepted as a paradigm for psychological practice by the American Psychological Association (APA). The APA recommends that professionals base their clinical decisions on scientifically supported research and an understanding of their clients' specific ecological disposition. Clients are considered to have a right to efficacious interventions based on objective research findings, effective service and a high standard of care. Sub-divisions of EBP are Evidence-Based Treatments (EBT) and Evidence-Based Assessment (EBA). . South African educational psychologists have a meagre assessment ‘toolkit’ - outdated, culturally insensitive, non-standardised tests for culturally and linguistically diverse clients. Children from diverse backgrounds would have higher standards of care and more efficacious interventions were psycho-educational assessments to be culturally-sensitive. Without such instruments, ethical management of interventions is questionable, although universally, psychologists have found innovative ways of adapting their praxis to the difficulty. However, all practices and/or interventions are not based on research evidence, nor can be necessarily considered good practice. In the U.S.A. with its abundance of assessment instruments, EBA is a means of ensuring the scientific foundation for professional practice, consequently reliable, valid, culturally-sensitive assessment instruments have been produced. Findings in this study, derived from conversations with a sample of educational psychologists, revealed they were already accommodating cultural and linguistic diversity. Awareness of the value of EBA would support educational psychologists, bring them on par with worldwide praxis and enhance their professionalism. / Teacher Education / D. Ed. (Psychology of Education)

A critical cross-field outcome of Curriculum 2005 as introduced in South Africa is to work effectively with others as members of a team, group, organization, and community. This research aims at investigating challenges that impede adult learners from diverse backgrounds to work effectively as members of a team, group, organization and community. Informed by models of education in lifelong learning (intercultural, multicultural and anti-racist models of education which supplement andragogy), a qualitative inquiry which followed an active research approach was undertaken in selected adult learning centres in Soshanguve in Gauteng Province to explore the challenges of diversity during adult learning facilitation. Data was gathered from sixteen adult education facilitators from four adult education centres by means of in-depth interviews, follow-up interviews and observational fieldwork. Findings indicated that facilitators require additional knowledge and skills to achieve the objectives of the intercultural, multicultural and anti-racist models of education effectively; senior adult learners require particular attention from facilitators to prevent learner attrition in this age group; linguistic diversity problematises effective intercultural communication, especially where the facilitator is not proficient in learners‟ home languages; and awareness should be raised of the negative impact of inflexible attitudes towards certain aspects of diversity such as religion and sexual orientation on effective teaching and learning. However, positive adult education facilitation practices were also observed. Based on the findings of the literature review and the empirical inquiry recommendations for the improvement of practice were made. / ABET and Youth Development / M. Ed. (Adult and Continuing Education)

Recent events have brought about the realization that purposeful advancement in South Africa depends on wide-ranging educational reforms consistent with the demands of a complex multicultural society. This necessitates the development of theoretically-sound policies informed by, and grounded in, the specific historical and cultural milieu in which it is to be conceived. Within this context, a particular concern is that little is known about the educational needs of the Indian community at this juncture. This concern is also evinced by a multitude of interests within this minority group. Al though this investigation focuses on Indian responses to dominant policy orientations, it conceptualizes the South African education dynamics in its entirety and interrelatedness and not as a conglomerate of isolated parts. In sum, this dissertation endeavours to examine some critical concerns as it affects the provision of education for people of Indian origin in a postapartheid South Africa. / Educational Studies / M.Ed. (Comparative Education)