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The voice of the teacher in the context of religious freedom : a KwaZulu-Natal case study /Jarvis, Janet. January 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.
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Teacher Professionalism: A Study of Professionalism for Religious Educators in the Seminary and Institutes Department of the Church Educational SystemCottle, Michael L. 01 May 2014 (has links)
This qualitative study investigated Seminary and Institute teachers’ perception of professionalism. To answer the question “What is the perception of seminary and institute teachers and leaders regarding professionalism,” a life history approach was used to explore what experiences and events shaped the participants’ view of professionalism in seminary and institutes. Findings indicated the following: (a) loyalty to the organization is a key attribute for professionalism; (b) positive associations with peers and administrators strengthen professionalism and foster a culture of unity; (c) observation and feedback are critical elements in developing professionally; (d) content mastery is a prerequisite for teachers seeking to be professional; (e) years’ experience practicing appropriate skills, attitudes, and behaviors deepens the professional attributes; and (f) experience in many different assignments builds confidence, efficacy, and trust in teachers.
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Umara-Ulama-Ummah relations and pesantrens in Aceh Province, Indonesia : a study of the challenges to the authority of a traditionalist kiyai /Yeoh, Siok Cheng. January 1994 (has links)
Thesis (Ph. D.)--University of Washington, 1994. / Vita. Includes bibliographical references (leaves [403]-432).
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Teacher development for religious and cultural diversity in citizenship education : a community of practice approachFerguson, Rene 03 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the
study is associated with curriculum reforms in South Africa since democratization in 1994 and the
growing interest globally in the integration of Citizenship education and Religion education. In South
Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject
which includes Citizenship education with Religion education as key focus areas. The outcomes
associated with these focus areas require school-based learners to demonstrate knowledge of
diversity, co-operative and communicative forms of democracy and commitment to the values
espoused in The Constitution. The question that arises in relation to the professional development of
teachers in this regard, concerns whether teachers have the professional knowledge base to ensure
that their learners acquire the knowledge and skills to enable them to participate as competent
citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher
development that have dominated INSET programmes have been critiqued in this study for being
inadequate for learning the complexities associated with diversity, citizenship and democracy. This
study has hence advocated for teacher-learning through participation in communities of practice
which arguably provide appropriate learning conditions in which dialogue and critical reflection
characterise the interaction between teachers. On the grounds that South Africa’s social-political
history enforced the segregation of racial groups and privileged Christianity above other religions or
beliefs, a further argument is related to how this history has influenced teachers’ frames of reference
and whether teachers’ frames of reference continue to influence how Citizenship education is
approached in the classroom. Hence, the theoretical framework for this study has been formulated to
address the issue of teacher-learning for Citizenship education and Religion education (Citizenship
education/Religion education) and the extent to which the frames of reference of teachers influence
their approaches to democracy, values, citizenship and diversity. To this end two learning theory
perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and
communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the
communities of practice concept for teacher-learning for diversity was investigated against a
transformative learning theory background, using a mixed methods approach. A cross-sectional
survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase
of participatory action research (PAR) with three teachers over a period of approximately eight
months. The survey questionnaire was designed to determine the perspectives of a sample of Life
Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation.
The findings were used to inform the action research process which in turn drew attention to the
significance of the community of practice concept for assisting teachers to generate content
knowledge for Citizenship education/Religion education from an inclusive and constructivist
perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the
sample were not opposed to including religious diversity in their Life Orientation classes despite not
having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate
the value of engagement by teachers in a community of practice for creating and acquiring
appropriate content knowledge and for critical reflection on the meaning and application of democratic
and personal values for Citizenship education/Religion education. / AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele
diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert
demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van
Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education).
Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre
fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die
leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit,
samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in
die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die
nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede
verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie
deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches)
wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook
hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie.
In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk”
(communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied
om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese
refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis
waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of
geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie
geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke
onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van
hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir
Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek
asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot
demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe
van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur
Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die
konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen
die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering
(mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die
Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie
onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp
dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en
kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die
aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe
van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir
Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te
genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat
deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in
Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig
of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende–
Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van
praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van
demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.
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The voice of the teacher in the context of religious freedom: a KwaZulu-Natal case studyJarvis, Janet 03 1900 (has links)
Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2008. / The Constitution of the Republic of South Africa (CRSA) (1996) ushered in a new dispensation with regard to the human right to ‘religious freedom’. Inclusivity in a school context of religious diversity underpins the Religion and Education Policy (2003) which is in turn informed by, and supportive of, the CRSA (1996). To date, the Policy (2003) has not been substantially implemented. In classroom praxis there has been little or no substantial cascading to teachers (and therefore also to learners), of the intention and substance of the Policy (2003).
A possible cause of this is that many teachers do not necessarily understand the meaning of the human right to ‘religious freedom’. As a result, they have resisted a multireligion approach to education. The aim of this study was to investigate how teachers construct their understanding of the human right to ‘religious freedom’ and how they voice this understanding in a context of religious diversity in schools. Integral to the investigation was an interrogation of the influence of their biographical context in shaping their personal religious identity. The study also considered the impact of the school context in which teachers taught.
This study anticipated the theoretical clarification of how teachers construct their social identities, and in particular their religious identities. This theoretical framework informed what emerged from the empirical research that was conducted. The key concepts of ‘religious freedom’ and voice were described and clarified by the sources employed in the literature review. It was clear from the literature review that while useful research had been undertaken in aspects relating to the acceptance of, or resistance to, the Policy (2003), no research had grappled sufficiently, if at all, with teachers’ understanding of the human right to ‘religious freedom’ and how they constructed this understanding.
In order to conduct this study, an empirical, qualitative research design, including elements of small-scale ethnography, using a case study approach, was employed. Research methods included the use of semi-structured individual and focus group interviews and self-administered questionnaires. The data were triangulated. From the research it emerged that teachers’ biographical context and school context do indeed influence the construction of their understanding of the human right to ‘religious freedom’. The way in which they give voice to this understanding varied. It became apparent that many teachers lacked understanding of religions other than (and in some cases, including) their own. The Policy (2003) was also poorly understood as was the implementation thereof.
Recommendations relating to the problems and shortcomings identified by the research have been made. These include possible intervention strategies by the KwaZulu-Natal Department of Education and Culture; Human Rights Values Education as a teaching approach; and the empowering of teachers by affording them opportunities to engage in emancipatory discourse.
Further research possibilities that can be influenced by this research include issues relating to teacher identity formation; further interrogation of the impact of the teacher’s voice; and the inclusion of parents and the school community in the implementation of policy relating to Religion and Education.
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