Multicultural education has its goals and objectives focused to meet the needs of all learners from different cultural backgrounds. Our teaching strategies need to be flexible to accommodate suggestions to enhance optimal actualisation of the potential of all learners. One of the major problems that exist in multicultural schools is the presentation of low self-concepts by Zulu-speaking adolescents. A self-concept enhancement programme was considered as a possible technique to build positive self-concepts in these learners. Pre-test and post-test results indicate that the Self-Concept Enhancement Programme (SEP) may be one of the ways of building positive self-concept in Zuluspeaking adolescents in multicultural schools. / Educational Studies / M. Ed.(with specialisation in Guidance and Counseling)

The aims of this research are to develop an intervention programme to facilitate improved crosscultural peer interactional patterns and implement it. An initial investigation was launched to determine the extent of dysfunctional relationships between pupils in a desegregated school. Available literature was consulted to obtain information about cognitive, affective, physical and social development of adolescents and fundamental aspects of peer group relationships and their relevance in improving cross-cultural relationships. The data were collated and the principles extracted formed the basis of the designed intervention model and the activities and goals incorporated in it. The model consisted o~ eight interpersonal problem-solving group sessions, centred on developmental levels to be addressed by activities designed around a theme directed to achievement of goals (adequate cross-cultural communication, development of trust, increased sensitivity) which support the primary aim of improved cross-cultural relationships. A qualitative research study, namely action research was undertaken and the intervention programme was implemented. The participants in the programme comprised eight carefully selected grade seven pupils. This researcher (facilitator) adopted the role of participant observer and recorded her observations concerning the interactions within the group and between herself and the group. The group sessions were videotaped and analysed by the researcher as well as by an outside expert. The group sessions were analysed according to the aspects of positive relationships and the expected outcomes. Guba's model was used to confirm the trustworthiness of the research. The continued effectiveness of the programme was evaluated six months later from answers to a questionnaire obtained from former group members. The group members could relate to people of other cultures better than before. This contributes to an acceptance of and respect for cultural diversity in macro-society. / Psychology of Education / D. Ed. (Psychology of Education)

Multiculturalism is a policy of support for exchange among different groups of people to enrich all while respecting and preserving the integrity of each. South Africa comprises one of the most multi-ethnic, multiracial, multireligious and multicultural societies in the world. South Africa is a vast country of many peoples with many musics. Multicultural music can contribute to educational reform by providing equity and equality of learning experiences to all learners in a multicultural society. Music is not just an art to be practised within the education of a multicultural society. It is, in itself, a truly multicultural education. In the study of music education, the culture and nature of a people must be understood. There must be opportunities for all to be immersed in the music of other indigenous cultural groups and of world cultures. Music activity is not an isolated activity within a culture; music education as culture is the concept. Children have developmental levels and specific needs in different stages. This learning and becoming child experience music as a group of processes that reflect in sound what is happening in life. There is a difference in the development and behaviour between children of various cultures. Each child has special needs to become self-actualized. Multicultural music education attempts to meet these needs. In this thesis a curriculum model for multicultural music education is proposed. A common elements approach used in a spiral of musical and human development and based on the sound approach is used to expand awareness of fundamental elements of music to include all types of music of all people. This approach would lead to better understanding of other peoples and cultures. Based on these findings, guidelines and recommendations for multicultural music education are provided. / Educational Studies / D. Ed. (Empirical Education)

M.Ed. / Prejudice reduction is regarded as a deliberate and systematic process which aims at reorienting the values, attitudes, actions and behaviour of individuals or groups in such a way that prejudice and discrimination are reduced or totally combatted. Prejudice and its correlates (sexism, racism, credism and classism), as well as stereotypes, have tremendously affected the effectiveness of multicultural education, including mathematics. Unless society realises and accepts prejudice as a major explicator of the problems of the majority of South Africa, and also understandsthe pre-history of systematic oppression and discrimination, progress in adopting a coherent and effective approach to prejudice reduction in multicultural mathematics education and the broader society, would likely prove to be illusive. This implies that the racial and cultural discourse of a number of multicultural schools are not simply a reflection of personal prejudice though it may indeed be that. More importantly, prejudice may be understood as an expression of certain discursive patterns which significance goes beyond individuals into a broader set of practice. Prejudice as an inherent phenomenon, greatly affected pupils' achievement in mathematics, and has caused great concern consequently, it prompted and generated the eargeness to investigate prejudice reduction in multicultural mathematics education. Prejudice reduction in multicultural mathematics education is worth exploring, because South Africa is presently experiencing an educational crisis. During this critical period of transformation, educationists should pay special attention to ways in which the racial and cultural inequities, generated through apartheid policies, can be redressed. Attempts are presently been made by various organisations, the government curriculum designers and academics to establish an educational system that would satisfy the multicultural societies of South Africa. Mathematics as part of the broadereurriculumhas a pivotal role to play in this educational dispensation. It is therefore unequivocal that the teaching and learning of multicultural mathematics education, as one of the compulsory subjects in primary school education, should be investigated thoroughly because it serves as a key source of scientific and technological development. Mathematics is also frequently regarded as an important indicator of pupils' scholastic or academic ability. Therefore a growing number of South African schools is faced with the challenge of implementing curriculum changes in mathematics. In accomplishing the objectives of this study, semi-structured interviews with a number of key people were conducted. School observation as well as opinion from other relevant resources formed part of the research process. The research began with qualitative procedures assuming that interviewees could contribute to the creative shaping of multicultural mathematics education. It is important to mention that the qualitative method in this turned out to be empiricist in its explanation in some cases. Interviews covered issues of social relations, racial, ethnic and cultural mixing, parental background and involvement in education and multicultural mathematics methodology.

M.A. / The changing circumstances in South Africa up to date can be seen as the inspiration for the investigation of how language teaching, and language learning is affected by this. Dramatic reform is taking place in South Africa regarding changing political and constitutional views on education, with a rapidly increasing trend towards Multicultural education. Multicultural education is a trend that has manifested itself worldwide. The primary goal is to accommodate pupils of diverse and different cultures in one education system. Language teaching must therefore also change in order for it to still be sensible and useful for the learner with regard to future consideration eg. higher learning, career opportunities and everyday communication. This study investigated the possibility that certain relevant aspects from the fields of psychology and sociology have an effect on the way a learner acquires/learns the language, in this instance Afrikaans First Language. Furthermore the study also examines the way which the teacher has to adapt/adjust to these different influences in his/her method of teaching. From an applied linguistic perspective, we find that language skills form part of the language user's communicative competence. This study endeavours to place language teaching within the framework of a communicative approach to language teaching with the emphasis on the needs of the language learner, the functionality of the acquired skills (to eventually eradicate illiteracy and communicative incompetence) and the active participation of the language learner in the teaching activities (discussions, debates, projects etc.).

M.Ed. / The White Paper on the provision of education in the RSA (1983: 3) has made proposals for a new policy framework on issues of ownership, governance, finance and legal categories of schooling. On launching the White Paper (1993) on Education Provision, Prof. Sibusiso Bhengu (Minister of Education) (Learning Press No 7:712/03/1993:49) said that S.A. has never had a truly national system of education and training and does not have one yet. He added that the White Paper describes the process of transformation in education and training so that a system serving all our people, democracy and the RDP can come into existence. According to the ANC Discussion Document (1994:50) the upgrading of the teacher's quality will improve their competence. The country needs a dynamic system with a clear mission and sufficient scope to perform it. The ANC Discussion Document (1994: 50)states that teacher preparation and development would be the cutting-edge of educational

Universities in South Africa have emerged from an exceptionally fragmented and divided past and are responding to this by reconceptualising and restructuring their institutional governance structures. This is been done through the introduction of policies and strategies aimed at transforming institutional landscapes and creating environments that are conducive to meeting the demands and pressures of a transformed SA. Previous studies have indicated that there is a need for institutional transformation and change at newly merged universities in SA. However, very little is known about the possible role the arts could play in institutional change and transformation processes and what Badat refers to, when referencing the process of institutional transformation, as “the dissolution of existing social relations and institutions, policies and practices, and their re-creation and consolidation into something substantially new” (2009:456). The goal of this research study is to explore the views, opinions and perceptions of key stakeholders and decision-makers at a comprehensive South African university, in this case, Nelson Mandela Metropolitan University (NMMU), in order to gain their insights into the role the arts could play in creating and consolidating a transformative institutional culture at a merged university in SA. The data was obtained from semi-structured interviews with 16 key decision-makers and stakeholders at NMMU. Based on the thematic data analysis, the responses from these key stakeholders indicate that there is wide support for the arts to play a role in the establishment of a transformative institutional culture and it appears that not only should the arts play a role, they should play a central role.

M.Tech. (Education) / The Technikon Witwatersrand (TWR) has lived through the legislative and socio-political changes occasioned by post-Apartheid South Africa. The institution has changed in terms of its demographics from being largely monocultural to being multicultural. A multicultural teachingllearning environment requires educators to be sensitive to cultural diversity and adapt their teaching styles to the needs of the culturally diverse learners. A previous internal report, conducted with a 100 strong focus group, had found many ... educators lacking in professional and attitudinal competencies. The study attempts to assess whether lecturers of the TWR Faculty of Business Management deem themselves to be culturally sensitive, whether they perceive themselves to have cultural knowledge and competence and whether this translates into their praxis. The study further examines whether the lWR Academic Development Unit has the requisite policies in place for both the personal and professional development of the academic staff of the TWR, with particular reference to cultural sensitivity. Both a qualitative and a quantitative approach are used in the research design. An exploratory group interaction and a self-designed questionnaire administered to a sample of academics are the main means of data collection. The data gathered reveals that there does not seem to be an attitudinal problem- and that educators are trying hard to adapt to the multicultural teachingllearning environment without much institutional support. The educators claim to have adapted their language usage, teaching methodology and course material to the culturally diverse learner population, though the data on this aspect is inconclusive. The study deals largely with perceptions, which, by their nature are difficult to verify. Recommendations are made to improve academic success through personal and professional development of the academic staff with particular emphasis on cultural sensitivity training.

D.Ed. / In view of the problem statement the main aim of this research is: To address the structural and personal changes that may be necessary to bring about the significant change to influence the status quo of the three schools. The following objectives have been identified to direct the process of achieving the aim of this study. These objectives are as follows: To establish what the current status at the three individual schools are with regard to anti-bias and anti-racist practices. To determine the structural intervention processes that are necessary for meaningful change to occur in the structure of the school to bring about change to the status quo if necessary. To determine the intervention processes that are necessary for personal change to occur in educators which will influence the change in the status quo of the school. To be able to achieve the above aims and objectives, qualitative research methods are used.

Life is characterized by change, and most of the time there is some conflict. The two variables cannot be separated because there are different perceptions of change which bring about the emergence of different attitudes of people towards change. Some people will want change, some will not while others accept whatever comes their way. As a result, evolutionary and revolutionary types of change are experienced. Thus, as long as there is life, change and conflict will always be experienced. Even in the non-democratic South Africa change was experienced through pain and suffering. Conflict which was characterized by hatred and violence became the order of the day. Finally, political change from a non-democratic to a democratic South Africa engulfed South Africa with the advent of justice and equality through the democratic, all-inclusive elections of 27 April 1994. The process of break-and-make started. Change became intensified in all the spheres of life in order to redress the past. The transformation process affected all institutions. Universities were no exceptions. They had to change. The first step in the direction of change was to open them to all races. Thus, the composition of student communities drastically changed. That implies that adjustments in cultures and traditions are unavoidable. New structures which are relevant to new student compositions have to be put in place. Students who own cultures and traditions at these universities and are still comfortable with them, will most likely resist change. On the other hand, those students whose cultures and traditions are not accommodated will push for revolutionary change. Consequently, the two opposing perceptions bring about conflict. It is therefore essential to seek ways that could facilitate change and the effective management of conflict within student life. That becomes the challenge to the student affairs division since it has been established to create an environment conducive to learning despite transformational processes which often meet with vehement resistance. This study is geared to outline in detail what change entails, changes that are experienced within student communities in universities, pitfalls experienced in change processes and how change can be effectively managed. Furthermore, since conflict can result from change processes, it will be addressed by way of establishing the causes thereof and detailing how it can be best managed. / Thesis (PhD (Education Management))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted