Thesis (doctoral)--Katholieke Universiteit, Nijmegen, 1990. / Text in Dutch with a summary in English. Vita. Includes bibliographical references (p. 166-173).

Thesis--Berlin. / Cover title ; t.p. wanting? Vita. Includes bibliographical references (p. 5-23).

Inaug.-Diss.--Munich. / Vita. Bibliography: p. i-xxvi.

Thesis (doctoral)--Katholieke Universiteit, Nijmegen, 1990. / Text in Dutch with a summary in English. Vita. Includes bibliographical references (p. 166-173).

Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Nederlands.

Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Nederlands.

The Gender Equity Task Team’s (1997) report, Gender Equity in Education, recommends that further research be done to identify the practices perpetuating inequitable gender relations in classrooms and to provide guidelines for teachers and learners to understand the meaning of the gender issues presented in the curriculum (South Africa, 1997:14&16). This research study echoes some of the desires of The Gender Equity Task Team through an exploration that engages with the extent to which gender equity is enacted in Human Rights Education curricula. In particular, the aims of this research study were to; • contest and deconstruct the notion ‘gender equity’ from scholarly perspectives as well as from explicit curriculum, female teachers’ and schoolgirls’ narratives, so as to create an awareness of gender equity in society and curriculum; and • engage with Human Rights Education pedagogical approaches so as to consider the promotion of gender equity through Human Rights Education curricula. The aims of the study were explored through a theoretical framework that engaged with Human Rights Education -, curriculum -, feminist - and gender studies theories. The methodological framework was that of qualitative narrative inquiry. A purposeful sample consisting of South African national curriculum policy documents as well as secondary school female teachers and Grade 9 schoolgirls in semi-rural and inner-city environments was selected. Document research, semi-structured one-on-one interviews and narrative-photovoice were the data collection methods, and critical discourse analysis the analytical framework. These theoretical and methodological stances were purposefully selected juxtaposed to the interests of the international SANPAD (South Africa Netherlands Research Programme on Alternatives in Development) project in which this research study resides, entitled: ‘Human Rights Education in diversity: Empowering girls in rural and metropolitan school environments’ (Roux, 2009). The findings and interpretations derived from the empirical data reveal that the formal Human Rights Education curriculum portrays gender and gender equity nuances as health, social and wellbeing dilemmas that have detrimental and destructive consequences on individuals and on society as a whole. The female teachers and schoolgirls experience gender equity primarily in terms of sameness and ‘being equal’. The elusive, complex nature of gender equity was not prevalent. However, the lived experiences of some female teachers and schoolgirls demonstrated the situatedness of their gender identity through the hidden curriculum and reinforced the notion of gender equity as a social construct. The findings of this research study have refined my understanding of the nuances of gender and gender equity, creating in me a deeper awareness of these concepts. This awareness permeates my vision of the curriculum in particular and the education system and society in general, and makes me want to strive toward fostering transformative curriculum spaces. Another contribution of this research study emerged from the desire to elicit schoolgirls’ narratives with the aid of photographs. By disrupting the boundaries between narrative and photovoice as data collection methods, narrative-photovoice was coined as a methodological contribution to this research study. The value of narrative-photovoice for and within gender studies research is also revealed. The third contribution of this research study emerged in response to the need to enrich the concept of gender equity within Human Rights Education. In effect, critical human rights literacy (HRLit) was conceptualized as a developing normative theory to deconstruct the discursive spaces emerging in Human Rights Education and to critically engage with their meanings. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013.

The Gender Equity Task Team’s (1997) report, Gender Equity in Education, recommends that further research be done to identify the practices perpetuating inequitable gender relations in classrooms and to provide guidelines for teachers and learners to understand the meaning of the gender issues presented in the curriculum (South Africa, 1997:14&16). This research study echoes some of the desires of The Gender Equity Task Team through an exploration that engages with the extent to which gender equity is enacted in Human Rights Education curricula. In particular, the aims of this research study were to; • contest and deconstruct the notion ‘gender equity’ from scholarly perspectives as well as from explicit curriculum, female teachers’ and schoolgirls’ narratives, so as to create an awareness of gender equity in society and curriculum; and • engage with Human Rights Education pedagogical approaches so as to consider the promotion of gender equity through Human Rights Education curricula. The aims of the study were explored through a theoretical framework that engaged with Human Rights Education -, curriculum -, feminist - and gender studies theories. The methodological framework was that of qualitative narrative inquiry. A purposeful sample consisting of South African national curriculum policy documents as well as secondary school female teachers and Grade 9 schoolgirls in semi-rural and inner-city environments was selected. Document research, semi-structured one-on-one interviews and narrative-photovoice were the data collection methods, and critical discourse analysis the analytical framework. These theoretical and methodological stances were purposefully selected juxtaposed to the interests of the international SANPAD (South Africa Netherlands Research Programme on Alternatives in Development) project in which this research study resides, entitled: ‘Human Rights Education in diversity: Empowering girls in rural and metropolitan school environments’ (Roux, 2009). The findings and interpretations derived from the empirical data reveal that the formal Human Rights Education curriculum portrays gender and gender equity nuances as health, social and wellbeing dilemmas that have detrimental and destructive consequences on individuals and on society as a whole. The female teachers and schoolgirls experience gender equity primarily in terms of sameness and ‘being equal’. The elusive, complex nature of gender equity was not prevalent. However, the lived experiences of some female teachers and schoolgirls demonstrated the situatedness of their gender identity through the hidden curriculum and reinforced the notion of gender equity as a social construct. The findings of this research study have refined my understanding of the nuances of gender and gender equity, creating in me a deeper awareness of these concepts. This awareness permeates my vision of the curriculum in particular and the education system and society in general, and makes me want to strive toward fostering transformative curriculum spaces. Another contribution of this research study emerged from the desire to elicit schoolgirls’ narratives with the aid of photographs. By disrupting the boundaries between narrative and photovoice as data collection methods, narrative-photovoice was coined as a methodological contribution to this research study. The value of narrative-photovoice for and within gender studies research is also revealed. The third contribution of this research study emerged in response to the need to enrich the concept of gender equity within Human Rights Education. In effect, critical human rights literacy (HRLit) was conceptualized as a developing normative theory to deconstruct the discursive spaces emerging in Human Rights Education and to critically engage with their meanings. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013.

The purpose of this research was to determine whether adolescents who participate in sport perform better academically in comparison to their non–participating counterparts. An availability sample of 210 learners between 14 and 24 years from a secondary school in the Dr Kenneth Kaunda District took part in this research. The participants were assessed by a Biographical Questionnaire adapted from Mpshe (1996); an adapted version of The Physical Activity Index of Sharkey (1979); the General Scholastic and Aptitude Test (GSAT)(Claassen, De Beer, Hugo & Meyer,1998); The revised two–factor Study Process Questionnaire: R–SPQ–2F of Biggs (1987a, 1987b); The Rosenberg Self–Esteem Scale (RSES), Rosenberg (1965); an adapted version of The Self–concept and Motivation Questionnaire of Bester (2003), and The Psychological Wellbeing (PWB) Scales of Ryff (1989). To obtain an overview of the participants’ academic performance, averages obtained in the June 2010 examinations in the four compulsory learning areas, i.e. Setswana First Language, English First Additional Language, Life Orientation and either Mathematics or Mathematical Literacy, were calculated. A significant relationship between sport participation and academic performance was yielded by a cross–tabulation with a practical significance of 0.09. Univariate regression models with academic performance as dependent variable and the following variables as independent variables were calculated as separate models, namely: IQ, Deep approach and Surface Approach as dimensions of the R–SPQ–2F, Motivation, Self–esteem and Psychological well–being. Only self–esteem was found to significantly predict academic performance. A further analysis using an interaction between sport participation and self–esteem did not yield a significant finding. It was concluded that it is important that Educational planners should take cognisance of the literature and research findings of this study. In future studies bigger samples can be used and the interaction between cognitive, non–cognitive and sociodemographic variables in the prediction of academic performance can be studied. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

The purpose of this research was to determine whether adolescents who participate in sport perform better academically in comparison to their non–participating counterparts. An availability sample of 210 learners between 14 and 24 years from a secondary school in the Dr Kenneth Kaunda District took part in this research. The participants were assessed by a Biographical Questionnaire adapted from Mpshe (1996); an adapted version of The Physical Activity Index of Sharkey (1979); the General Scholastic and Aptitude Test (GSAT)(Claassen, De Beer, Hugo & Meyer,1998); The revised two–factor Study Process Questionnaire: R–SPQ–2F of Biggs (1987a, 1987b); The Rosenberg Self–Esteem Scale (RSES), Rosenberg (1965); an adapted version of The Self–concept and Motivation Questionnaire of Bester (2003), and The Psychological Wellbeing (PWB) Scales of Ryff (1989). To obtain an overview of the participants’ academic performance, averages obtained in the June 2010 examinations in the four compulsory learning areas, i.e. Setswana First Language, English First Additional Language, Life Orientation and either Mathematics or Mathematical Literacy, were calculated. A significant relationship between sport participation and academic performance was yielded by a cross–tabulation with a practical significance of 0.09. Univariate regression models with academic performance as dependent variable and the following variables as independent variables were calculated as separate models, namely: IQ, Deep approach and Surface Approach as dimensions of the R–SPQ–2F, Motivation, Self–esteem and Psychological well–being. Only self–esteem was found to significantly predict academic performance. A further analysis using an interaction between sport participation and self–esteem did not yield a significant finding. It was concluded that it is important that Educational planners should take cognisance of the literature and research findings of this study. In future studies bigger samples can be used and the interaction between cognitive, non–cognitive and sociodemographic variables in the prediction of academic performance can be studied. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.