M.Ed. / Education in South Africa is in a process of transformation. The opening of public schools to all races has resulted in the exodus of learners from township to suburban schools. Parents have transferred their children because of, among other reasons, lack of culture of learning and teaching, lack of quality teaching, lack of resources, and violence in township schools.The movement of learners from township to suburban schools has necessitated a new management technique that will accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds.Head masters and educators need to develop an approach that will lead to the transformation of the total school environment, and the creation of equal educational opportunities for learners who have for a long time been deprived quality education. Headmasters and educators need to be aware that education provided by the state to African learners is not of equal standard to white education. Therefore tolerance, empathy and understanding of the problems these learners bring with them is essential. They need to be equipped with the necessary knowledge in managing learners from diverse cultural backgrounds. They require cultural literacy and sensitivity which can be acquired through in-service training. To provide all learners with an equal opportunity to achieve in the classroom, multicultural education should be practised. Diversity of culture must be acknowledged, and teaching methods ought to be altered to accommodate the different kinds of learning styles and children with different learning needs.

A Dissertation Submitted to the Faculty of Education University of the Witwatersrand, Johannesburg for the Degree of Doctor of Philosophy / In the mid 1970s certain hitherto white private schools began admitting pupils of other race groups. As desegregated schools become more common in this country, there is need for curriculum research that can inform both policy makers and practioners. This study explores curriculum issues at a secondary school ten years after it admitted pupils of all race groups. Located within the qualitative research paradigm, this research is an ethnographic case study based on a year's participant observation in the school The study focused on teachers' approaches to their work, their aims, choice of material and methodology, academic achievement patterns, perceptions of factors influencing these and strategies for dealing with them; pupils' responses to different curriculum content, teaching styles and strategies, and the interplay between social interaction and learning. Within a framework of Similarity, there were differences among black and white pupils' expectations of the school, their evaluation of subjects, their prioritization of constructs of good teaching and their evaluation of the school in fulfilling key expectations. Black pupils underachieved academically. and were relatively more sensitive to the subtle tension underlying race group interaction. The curriculum was perceived as basically assimilationist, and most teaching conservative. geared toward narrow academic aims. A small group of teachers who promoted a less Eurocentric approach which tended to be more pupil-centered, activity-based and issue-centered met some opposition from their colleagues. The study highlights the interplay between social interaction and achievement, the need to address both social and personal educational aims together with academic achievement. The findings suggest that unless certain key curriculum changes are implemented, black pupils are likely to remain academically marginalized in open schools, and desegregated schools run the risk of contributing little to social change. / AC2017

The focus of this research is the New Era Schools Trust (N.E.S.T.) system of non-racial, multi-cultural schooling,with its first school Uthongathi as an exemplification of its unique approach. In the theoretical component of the research, a thorough study is made of literature relating to multi-cultural education, with the issues of culture, race and socioeconomic class explored as problematics of central concern to the South African context. Selected strategies are analysed, upon which the possible implementation of multi-cultural education in South Africa might be based. A chapter is included on the the socio-political origins of N.E.S.T. Its birth and infancy are set against background events that have impinged on education in South Africa since World War 11. The empirical section of the research is focused on Uthongathi, as it evolved and developed during the period January 1987 to July 1989. Among the most important findings emanating from the research are the following: 1. New Era Schools Trust was established primarily as a reaction to the historically evolved policy of apartheid, which the originators of the endeavour perceived to be unjust. 2. Central to the endeavour is the creation of school communities that are the antithesis of the present, largely ethnocentric, state educational structures. It is hoped to thereby create a vehicle to aid peaceful evolutionary change as an alternative to the violent and confrontational strategies widely current. 3. Uthongathi propounds (and is guided by) policies of nonracialism, multi-culturalism, and access for pupils of various socio-economic classes and both sexes. 4. Some tension is apparent between the policy of a "balance of races" and the school's egalitarian aims, although the racial balance itself appears to be remarkably effective in practice. An impressive level of social solidarity is evident amongst the pupils. 5. A broad, liberal education is offered. It is focussed on university entrance, and is enriched by a wide variety of extra-mural pursuits. Self-help and a comprehensive community service scheme operate. 6. Despite the absence at the present time of academic results gained through public examinations, upon which objective judgements can be based, it is clear that high academic standards are pursued. A comprehensive academic support programme has been mounted in the lower standards in order to assist those pupils who originate from educationally and economically deprived backgrounds. Bursary support is generous. 7. The N.E.S.T. schooling model appears to be malleable to suit regional needs. It appears to have relevance to future policy directions for state and private schooling alike. The costs and fee structures are, however, likely to limit the extent of extrapolation possible. 8. Tentative suggestions have been made for appropriate action. More accurate judgements on the adoption of N.E.S.T. schooling as a proposed model for South Africa will become possible as the system evolves further to incorporate the four schools initially planned. 9. Recommendations have also been made for further research. There is a great need for selected facets of the N.E.S.T. schools to be researched in greater depth than has been possible in this exploratory study. / Thesis (Ph.D.)-University of Natal, 1989.

This thesis reports on an investigation of the schemata of trainee teachers from a range of different ethnic and language groups in KwaZulu-Natal who had been educated in racially segregated school systems. Informed by the insight that schemata are the products of life experience and that they constrain linguistic choices (see Tannen 1979), it was hypothesised at the outset that different ethnic groups have some different assumptions of what constitutes appropriate classroom behaviour and that this schematic knowledge is reflected in the surface linguistic forms used by teachers and pupils in classroom discourse. These differences in schemata could have unfortunate consequences for pupils of a different ethnic group from their teacher, and, in particular, those pupils from historically disempowered groups. Data was collected using an eclectic mix of quantitative and qualitative methods. Firstly, students responded to a questionnaire which elicited responses concerning pupil and teacher roles. This was followed by interviews with selected student teachers during which they were asked to comment on those statements in the questionnaire which exhibited the greatest differences between respondents who attended schools administered by racially different educational authorities. Finally, a story recall experiment was conducted. Respondents/subjects were all trainee teachers at a multi-racial college of education. The analyses of the findings of the quantitative questionnaire revealed significant differences between subjects from different education systems. The interview data, however, revealed that the differences were less marked than the findings of the questionnaire suggested. The analyses of the recall experiment suggested that while some differences between the subjects who had attended schools administered by racially segregated authorities do exist, these are not as great as initially hypothesised. Teachers need to be made aware of the problems inherent in cross-cultural encounters, and this awareness should be extended to pupils. This awareness, together with goodwill, should ensure that pupils having different schemata from their teacher and/or other pupils in the classroom will not be disadvantaged. / Thesis (M.A.)-University of Natal, 1997.

The end of apartheid in South Africa in 1994 triggered unprecedented changes in the country's institutions including the school. In the city of Durban one such change was the influx of Zulu-speaking pupils into previously "Indian" and "White" schools in their quest to learn through the medium of English only. The majority of these students are less proficient in English and therefore find it difficult to participate in classroom activities. Drawing on questionnaires, interviews and personal observations of classroom interaction, this study reports on one teaching method, peer tutoring, that some teachers at Southlands Secondary use to attend to the communicative needs of these students. In particular, the study reports on how peer-tutoring works at this school, what its benefits are to the learners, what the learners' attitudes are toward this teaching method, and what its implications are for the English-only argument. The study shows that contrary to the English-only argument, using the students' native tongue, Zulu, in an English-only classroom can assist rather than impede ESL learning. Peer tutoring not only contributes to the academic development of Zulu-speaking pupils and fosters friendships and meaningful contacts between Zulu-speaking and Indian pupils, but it also provides the latter with opportunities to learn Zulu and to appreciate the language as a resource in an English-only environment. It is hoped that this study, which is very much pilot in nature, will help highlight issues that can become the subject of more detailed studies in this field. / Thesis (M.A.)-University of Natal, 1999.

The aim of this study is to determine how literature teaching in a multicultural context can be used effectively to promote intercultural communication and understanding in South Africa, a relatively young democracy in a period of transition. A selection of short stories from the chosen short story anthologies, Taxi (1996) and Keerpunt(1995), will be analysed with reference to both key elements from theories about intercultural communication and the criteria for multicultural texts. The study will be concluded by a statement about the suitability of the chosen anthologies to promote intercultural communication and understanding through the teaching of literature within a multicultural context. Die doel van hierdie studie is om ondersoek in te stel na hoe literatuuronderrig in 'n multikulturele konteks effektief gebruik kan word om interkulturele kommunikasie en begrip te bevorder veral noudat Suid Afrika ' n relatief nuwe demokrasie in 'n oorgangsperiode is. Hierdie doel word nagestreef deur geselekteerde kortverhale uit die gekose kortverhaalbundels, Taxi (1996) en Keerpunf (1995), te analiseer met verwysing na kernelemente vanuit die teorievorming oor interkulturele kommunikasie asook die kriteria vir 'n multikulturele teks. Aan die einde van hierdie studie word aangedui of die gekose kortverhaalbundels geskikte tekste is om interkulturele kommunikasie en begrip in 'n multikulturele konteks te bevorder deur literatuuronderrig. / Thesis (M.A.)-University of Natal, Durban, 2001.

The aim of this study is to present a collection of indigenous African and Indian songs with accompanying activities. While both groups of songs derive from an oral tradition I have notated the songs in order to make them more accessible to teachers in schools. My intention is to provide music educators with teaching material which recognises the inherent value of musical traditions, such as those of India and Africa. In South Africa this is an important means of encouraging intercultural understanding between people. The songs are presented with a brief introduction to the cultural background in which they were created and transmitted. I hope that teachers will share some of this information with their students. This is an important collection of songs because it is the first step towards making two musical cultures of Natal, African and Indian, available to music educators. In the climate of violence and political instability, this music has remained inaccessible to most school music teachers in Natal. / Thesis (M.Mus.)-University of Natal, Durban, 1994.

The South African educational system has undergone many changes since 1994. The integration of previously segregated education departments has made it possible for different cultures to be in the same classroom. However, it is the researcher's view that the vast majority of learners in multicultural secondary schools do not exit the system with the skills and attitudes needed to contribute positively to nation-building. This is borne out by the fact that many learners continue to prefer the company and assistance of their own cultural groups for work in class and out of class. Incidents of racial conflict, religious intolerance and cultural discrimination are reported among learners from time to time. The researcher believes that the basis for creating a new society, that is free of fear and discrimination, lies in the imparting and assimilation of nation-building values at multicultural secondary schools. A qualitative method of research was employed as it lent itself to naturalistic inquiry, detailed thick description, inquiry of depth and direct quotations to capture people's personal perspectives and experiences. An extensive literature study of nation-building, nation-building values and multicultural education was conducted. The empirical study was conducted at a local multicultural secondary school. Research techniques such as observation, interviews, completion of an open-ended questionnaire and discussions were used. The researcher was able to ascertain the values that underpin nation-building; the factors that militate against the promotion of nation-building values and strategies that can be used to promote these values at multicultural secondary schools. He has made significant proposals to the Department of Education, which should be carefully considered. Ultimately, the promotion and assimilation of nation-building values at multicultural secondary schools should lead to a progressive and peaceful nation. / Educational Studies / (D.Ed.(Psychology of Education))

This paper seeks to understand the relationship between the intellectualisation of African languages and the facilitation of a research approach which will enhance this intellectualisation. The paper examines the legislative language policies and other documents published by government since 1994, which guide language use and practices in higher education, including the Catalytic Project on Concept Formation in indigenous African languages (one of the recommendations contained in the Report commissioned by the Minister of Higher Education for the Charter for Humanities and Social Sciences and the language clauses of the Green Paper for Post-Secondary School Education and Training). These policy documents are analysed against the backdrop of the research work of the newly initiated NRF SARChI Chair in the Intellectualisation of African Languages, Multilingualism and Education hosted by Rhodes University. The paper argues that while policy provides an enabling environment for the promotion and development of indigenous African languages and advocates for promotion of equity and equality, in actual fact, HEIs still grapple in implementing provisions of these policies. The paper further discusses the teaching, learning and research in the African Language Studies Section of the School of Languages at Rhodes University and how the Section adopted the provisions of the national policy and institutional policy on language in turning itself into a source of intellectual vitality in the teaching, learning and research of particularly isiXhosa. Six focus areas of research, linked to the NRF SARChI Chair, will be outlined in order to create a practical link between Policy, Implementation and the Intellectualisation of African Languages. / Ucwaningo lolu luhlose ukuqonda ubudlelwano obuphakathi kokusetshenziswa kwezilimi zesintu emazingeni aphakame kanye nokusetshenziswa kwendlela yocwaningo ezokwengeza amathuba okusetshenziswa kwezilimi lezi (Finlayson & Madiba 2002). Ucwaningo luhlaziya inqubomgomo yolimi esemthethweni neminye imibhalo eshicelelwe uhulumeni elawula ukusebenza nokusetshenziswa kwezilimi kwezemfundo ephakame kusuka ngonyaka wezi-1994, kanye ne-Catalytic Project on Concept Formation in indigenous African languages (esinye seziphakamiso esiqukethwe embikweni owethulwa ngungqonqoshe wezemfundo ephakeme nge-Charter of Humanities and Social Sciences (HSSC 2011) kanye nezinhlamvu zamazwi e-Green paper for Post-secondary School education and training (2012). Imibhalo yenqubomgomo ihlaziywa kubhekwe umsebenzi wocwaningo kasihlalo we- NRF SARChl ekusetshenzisweni kwezilimi zesintu emazingeni aphakeme nobuliminingi kanye nezemfundo e- Rhodes University. Ucwaningo lolu luphakamisa umbono othi noma inqubomgomo isipha amandla okukhuphula nokuthuthukisa izilimi zesintu kanye nokukhuthaza ukulingana nokungacwasi, eqinisweni izikhungo zemfundo ephakeme zihlangabezana nobunzima bokusebenzisa izihlinzeko zenqubomgomo. Ucwaningo lolu luzoxoxa futhi ngokufundisa nokufunda kanye nocwaningo emnyangweni wezifundo zezilimi zesintu esikoleni sezilimi e-Rhodes University kanye nokuthi umnyango lo wamukela njani izihlinzeko zenqubomgomo kazwelonke kanye nezesikhungo eziphathelane nokuguqulwa kwezilimi zibe umthombo wenhlakanipho ekufundiseni nasekufundeni kanye nocwaningo ngolimi lwesiXhosa. Imikhaka emqoka eyisithupha yocwaningo ehlobene nesihlalo se-NRF SARChl izovezwa ukuze kwakhiwe ubudlelwano obenzekayo phakathi kwenqubomgomo, ukusetshenziswa kwayo kanye nokusetshenziswa kwezilimi zesintu emazingeni aphakeme.

M.A. (Psychology) / South Africa faces a future in which cross-cultural interactions are likely to increase in all areas of life. specifically in the area of schooling such increased interactions are ensured with the introduction of the 'open' school system. This system allows children of all races to attend public schools for the first time in South Africa's history. In order to ensure that this increased cross-cultural contact occurs peacefully and to the benefit of all, a culture sensitising drive needs to be undertaken nation-wide. such a drive will need to include the multi-culturalising of all cross-cultural sensitising programmes. implementation of One programme in and . schools and the development particular which shows great promise in this area is that of the Culture-General Assimilator. For the purposes of the thesis, a preliminary South African Culture Assimilator was developed and compared to an already existing Culture-General Assimilator. Both assimilators were run in a private multi-cultural school. Standard VI pupils made up the subjects.