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The promotion of nation-building values in multicultural secondary schoolsSingh, Nandkissor 31 January 2004 (has links)
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))
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Pokusy s jednoduchými pomůckami při výuce fyziky na ZŠ / Experimemts with siple aids in teaching physics at primary schoolsHRUBÝ, Jiří January 2012 (has links)
The Thesis "Experiments with simple aids in teaching physics at primary schools" sums up the issue of the use of the experiments in the environment at the elementary school. The focus is on the creation of the undemanding experiments and their downstream work sheets for teaching physics on the second stage. The aids used in experiments are integrated in the set - the case. The work is based on the experience from practical activities - integration of specific experiments in two selected subjects in teaching physics.
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A educação católica da elite campineira na Primeira República = o Colégio Sagrado Coração de Jesus (1909-1930) / The catholic education of Campinas' elite class the first republic : o Colégio Sagrado Coração de Jesus (1909-1930)Salgado, Isabela Cristina 18 August 2018 (has links)
Orientador: Sérgio Eduardo Montes Castanho / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T08:54:45Z (GMT). No. of bitstreams: 1
Salgado_IsabelaCristina_M.pdf: 3140138 bytes, checksum: db8deb49f937bed8baafaa447ffc970a (MD5)
Previous issue date: 2011 / Resumo: A presente dissertação teve como objetivo analisar a história da educação feminina em um colégio confessional católico, ministrada por irmãs calvarianas francesas, instalado em 1909 na cidade de Campinas, no Estado de São Paulo, o Colégio Sagrado Coração de Jesus. O Coração de Jesus iniciou suas atividades educando as meninas da elite da cidade e região, na forma de internato, semi-internato e externato, e completou 100 anos em 2009. O trabalho buscou compreender principalmente duas questões fundamentais ao percorrer a história da Instituição no período da Primeira República brasileira, entre 1909 e 1930: 1) A necessidade de instalação do colégio na cidade, que atendeu aos anseios da Igreja Católica, que principalmente através das congregações religiosas femininas e masculinas européias, fortaleceu o movimento de romanização da Igreja no Brasil. Também denominado de ultramontanismo, este movimento que pretendia recristianizar a sociedade foi praticado no Brasil aproximadamente entre meados do século XIX e 1960, marcado pela adequação da Igreja Católica brasileira a Roma, pelo fechamento da instituição sobre si mesma, a necessidade de afastar os jovens do ensino leigo e do mundo moderno, e de preparar as mulheres para exercer o papel de mães exemplares e professoras dedicadas; 2) A singularidade da instalação da Instituição na cidade, que no momento já contava com outras instituições de ensino, públicas e privadas, e assim perceber o sentido dessa instalação no contexto educacional do Estado de São Paulo, articulado com o contexto sociopolítico-econômico da cidade de Campinas. / Abstract: The following dissertation had as the objective the historical analysis of the Colégio Sagrado Coração de Jesus, a traditional women's catholic college in the city of Campinas in 1909 within the state of Sao Paulo. The school, which was ministered by the French Calvarian sisters, initiated its activities in educating the women of Campinas' top social class in the form of internship, semi-boarding schools and boarding, and completed 100 years in 2009. The work aimed at understanding mainly two fundamental questions to the history of the Institution in the first period of the Brazilian Republic, between 1909 and 1930: 1) The need for the installation of the college in the city, which took into account the concerns of the Catholic Church, which mainly through the religious congregational communities, strengthened the movement of Romanization of the Church in Brazil. Also known as Ultramontanismo, the movement that wanted to re-Christianize society was practiced in Brazil, approximately between middle of the 19th Century and the 1960s, and marked the adaptation of the Brazilian Catholic Church to Rome, by the closing of the institution itself, the need to remove the young people of the teaching layman and that of the modern world, and to prepare the women to perform the role of dedicated mothers and teachers. The uniqueness of the installation of the Institution in the city, which at the time already had other educational institutions, private and public understood the meaning of that installation in the educational context of the State of São Paulo, articulated with the political-economic context of the city of Campinas. / Mestrado / Filosofia e História da Educação / Mestre em Educação
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Belief, backbone, and bulldozers! : Fergus O’Grady’s vision of Catholic, "integrated" education in northern British Columbia, 1956-1989Beliveau, Kevin Edward Vicente 11 1900 (has links)
Little has been written of either parochial or
integrated educational history in northern British
Columbia. Prince George College, founded in 1956 by Bishop
Fergus O'Grady of the Oblates of Mary Immaculate,
represents a. particular attempt by the Catholic community
of the Diocese of Prince George to offer a Catholic
education for both Aboriginal and white students in
northern British Columbia.
Using the personal and professional files of the late
Bishop O'Grady and other documentary evidence made
available to me by the Archives of the Diocese of Prince
George an attempt has been made to construct an image of
Bishop 0'Grady's "vision" for Prince George College. Using
letters, memos, minutes, personal notes, and a number of
available monographs on the subject of parochial,
Aboriginal, integrated,- and northern Canadian education,
this thesis begins the process of piecing together some of
the bishop's plans and visions for the school from its
founding to its change of name in 1989 to "O'Grady Catholic
High School" and eventual closing in June, 2001.
Chapter One details the bishop's construction of not
only the school's financial groundwork, but more
importantly its ethos - a narrative rooted in century's old
stories of the Oblates and their pioneering efforts to
establish Christianity in northern B.C. The second chapter
examines the role of volunteerism and parental support in
staffing the school. In'particular, much credit must be
given to the Frontier Apostles - a lay, volunteer
organization started by Bishop 0'Grady - for the day-to-day
running of the school for most of its thirty years. The
third chapter looks specifically at the "integrated" nature
of the school - the supposed presence of integration of
both Aboriginal and white students.
What is constructed is an image of the bishop's vision
that finally provides some context to his plans for the
school. The school lay on a foundation of a carefully
constructed ethos, the sacrifices of hundreds of lay
volunteers, and the involuntary financial subsidies
provided by Aboriginal students from approximately 1960 to
1989.
The school finally closed its doors in 2001 citing
both financial difficulties and a lack of local parental
support. Much can be learned from the mistakes of the past
in any future attempts to re-open the institution. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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A historical-comparative study of the county school systems of North and South Panola, MississippiLindgren, C. E. (Carl Edwin) 06 1900 (has links)
This doctoral thesis deals with Panola County, a rural county in northwestern Mississippi. This
historical-comparative study provides insight into the various social, economic, and political
factors which have effected the development and diversity of education and schools in its two
distinct school systems existing above and below the county's Tallahatchie River.
Books, interviews, letters, newspapers, school records, state documents, United States census
reports, the Mississippi Official and Statistical Register, Biennial Reports, school financial
reports, school board minutes, and other local, state, and federal sources were scrutinized to
determine these changes within the county.
Based on an analysis of the information, starting in the 1830s, both sections of the county
became resentful over a battle regarding the site of the county's seat and courthouse. Because
of this dispute, resentment and bitterness developed between residents north and south of the
river which resulted in producing diverse educational methodology, school growth, curricula,
and school advertising. Because of the isolationism of the north portion of the county, residents
refused, or were unable, to attract new industry which would increase their tax base to support
the schools.
During racial integration in the late 1960s the county's southern school district was provided the
opportunity to co-operate with federal officials, black and white civic leaders, and community
residents to form a more progressive school system. South Panola, like North Panola, initially
did not desire integration, but by 1970 knew co-operation between all parties involved was
necessary, and this decision aided the southern district in obtaining additional federal funding
to make it one of the best school districts in the state. White residents in North Panola, refused
to form a co-operative scheme between blacks, whites, and the federal government and chose
instead to support the creation of private schools, further causing an environment leading to poor
educational leadership, corruption, and the near disintegration of the school district by the 1990s / Educational Studies / D.Ed. (History of Education)
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A historical-comparative study of the county school systems of North and South Panola, MississippiLindgren, C. E. (Carl Edwin) 06 1900 (has links)
This doctoral thesis deals with Panola County, a rural county in northwestern Mississippi. This
historical-comparative study provides insight into the various social, economic, and political
factors which have effected the development and diversity of education and schools in its two
distinct school systems existing above and below the county's Tallahatchie River.
Books, interviews, letters, newspapers, school records, state documents, United States census
reports, the Mississippi Official and Statistical Register, Biennial Reports, school financial
reports, school board minutes, and other local, state, and federal sources were scrutinized to
determine these changes within the county.
Based on an analysis of the information, starting in the 1830s, both sections of the county
became resentful over a battle regarding the site of the county's seat and courthouse. Because
of this dispute, resentment and bitterness developed between residents north and south of the
river which resulted in producing diverse educational methodology, school growth, curricula,
and school advertising. Because of the isolationism of the north portion of the county, residents
refused, or were unable, to attract new industry which would increase their tax base to support
the schools.
During racial integration in the late 1960s the county's southern school district was provided the
opportunity to co-operate with federal officials, black and white civic leaders, and community
residents to form a more progressive school system. South Panola, like North Panola, initially
did not desire integration, but by 1970 knew co-operation between all parties involved was
necessary, and this decision aided the southern district in obtaining additional federal funding
to make it one of the best school districts in the state. White residents in North Panola, refused
to form a co-operative scheme between blacks, whites, and the federal government and chose
instead to support the creation of private schools, further causing an environment leading to poor
educational leadership, corruption, and the near disintegration of the school district by the 1990s / Educational Studies / D.Ed. (History of Education)
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Inclusive education in the South African context : analysing how cultural diversity is accommodated in five former model c schools in BloemfonteinLiphapang, Maphoka Christina January 2008 (has links)
Thesis (Phd.) - Central University of Technology, Free State, 2008 / This study investigates whether five former Model C schools in Bloemfontein are inclusive of diverse cultures found among their learner population. In apartheid South Africa segregation on the basis of racial and cultural difference was policy. Therefore, post apartheid legislation and policies, coupled with the fact that inclusion is not always understood or welcomed where people are used to segregated systems necessitated this investigation.
The study was qualitative in nature and Buskens-Meulenberg’s Free Attitude Interview (FAI) was used as a main source of data collection. Principals of the five former Model C schools that formed part of this study and three university students who are former Model C schools learners were interviewed using open ended questions. It was important to employ the Free Attitude Interview because it meant the interviewees were free to talk about anything they felt like, as long as it was within the framework of the starting question. Secondly, it allowed for reflection on the dominant discourse and also gave a voice to the dominated discourse.
To arrive at the findings data was analyzed and interpreted using Fairclough’s Textual Oriented Discourse Analysis (TODA). This method of analysis allowed the researcher to look not only at the text of the interviews but also at their discursive practices. The following findings emerged from the data analysis.
The general finding from the data collected from both the principals and students was that these schools expected learners from diverse cultural backgrounds to adapt to the existing ‘school culture’ which is white middle class. The curriculum delivery, staff provisioning, and everything within the schools was found to reflect ‘white middle class culture’. The interviews from both the principals and students indicated that instead of being inclusive of all learners these schools go out of their way to assimilate children from other cultures especially black children. While this is the case it is also clear that the two groups of respondents view this differently. To the white school principals this is an accepted and normal way consciously encouraged and promoted. On the other hand this is a sore point to the black students which led them to feel that they did not belong in these schools and left them with feelings of alienation. I therefore argue that in spite of the rhetoric endorsing equity, redress, justice and respect for difference including cultural diversity, little has changed in terms of educational outcomes. Young black children who go to these former Model C schools still face exclusionary practices despite the fact that these schools have been open to all racial groups and they are physically there.
While I have taken care not to generalize from the findings, – since this was never the intention of the study - I nevertheless drew the conclusion that these schools are actually not inclusive of learners from diverse cultural backgrounds. Adhering to the ‘ethos’ of the school and thereby maintaining the status quo seems to be the main objective of the schools (principals). In-fact black learners in these schools continue to experience exclusion and explicit racism. The study concludes that power structures in these schools – management and governance -, curriculum and the way it is delivered and all other activities within the school are used to reinforce domination of the learners from cultural backgrounds other than that of the school.
From the findings the study recommend that for these schools to be truly inclusive of learners from diverse cultural backgrounds the Department of Education should take a leading role in ensuring that transformation takes place in these schools and they become inclusive of all learners. For this nation to be a true rainbow nation the Department of Education should not leave the transformation of these schools to the School Management Teams and Governing Bodies.
Recommendations on what schools themselves can do to ensure that they accommodate, acknowledge and reflect cultural diversity and as such are inclusive of all learners are also given. Furthermore suggestions for relevant future research, based on the findings are made.
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Perceptions d’élèves québécois présentant une déficience auditive de l’utilisation du langage parlé complété en contexte d’intégration scolaireDupont, Audrey 08 1900 (has links)
Depuis l’adoption de la politique de l’adaptation scolaire en 1999, le ministère de l’Éducation, du Loisir et du Sport a mis en place un plan d’action pour permettre l’intégration des élèves handicapés ou en difficulté d’adaptation ou d’apprentissage. L’intégration des élèves handicapés a fait l’objet de plusieurs études ; toutefois, peu d’entre elles se sont intéressées à l’intégration d’élèves présentant une déficience auditive et utilisant le langage parlé complété. Le but de cette étude est de mettre en lumière les perceptions d’élèves présentant une déficience auditive quant à l’utilisation du langage parlé complété en contexte d’intégration scolaire.
Les concepts exploités dans ce mémoire sont relatifs à la surdité, aux élèves présentant une déficience auditive, aux modes de communication utilisés auprès de ces élèves, et plus particulièrement le langage parlé complété, de même qu’au contexte d’intégration scolaire québécois.
Cette recherche est de type exploratoire et la méthode utilisée est qualitative. Cinq étudiants présentant une déficience auditive et âgés entre 12 et 17 ans ont participé à une entrevue semi-dirigée. Les résultats de ces entretiens montrent que ces élèves ont des perceptions positives et négatives face à l’utilisation du langage parlé complété en contexte d’intégration. Quoique de façon générale cela n’entrave pas leur intégration scolaire, les perceptions négatives se rapportent davantage à l’intégration sociale qu’à l’intégration scolaire. / Since the adoption of the policy on special education in 1999, the Ministère de l’Éducation, du Loisir et du Sport created an action plan to allow the integration of the students with special needs. The integration of pupils with handicaps had been the subject of several studies, however, little of them were interested in integration of hearing impairment students using Cued Speech at school. The objective of this study is to throw a light onto perceptions of pupils presenting hearing impairment regarding the use of Cued Speech in a context of school integration.
The concepts exploited in this memory are related to students with hearing impairment, deafness, modes of communication used with these pupils, and more particularly the Cued Speech, just as the context of Québec school integration.
This research is of the exploratory kind, and the method used is qualitative. Five students with hearing impairment and between 12 and 17 years old took part in semi-directed interview. The results of these research sessions show that these pupils have positive and negative perceptions vis-a-vis the use of Cued Speech in an integration context. Though, in a general way, it does not seem to hinder their school integration, negative perceptions more refer to social integration than school integration.
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Dítě s narušenou komunikační schopností na prvním stupni ZŠ očima jeho rodičů / Child with Speech Disorders at Primary School as Viewed by Its ParentsKaletová, Magdalena January 2013 (has links)
THE ABSTRACT This thesis deals with the life of children with communicative disability during their education at primary school. It defines communicative disability, etiology, forms and treatment of speech disorders, and further characterizes three specific forms of communicative disability - developmental dysphasia, balbuties and tumultus sermonis. The thesis also presents the specifics of the developmental stage of younger school age, considering the development of children with communicative disability, and tries to clarify what are currently possible ways of educating children with speech disorders. At the same time it outlines the influence of the family environment on the child with communicative disability, its current possibilities and transformations. It uses information mainly from publications dealing with speech therapy and publications dealing with the development and education of children, primarily the children with speech disorders. Moreover it discovers how parents perceive their child with communicative disability in the context of education at primary schools. It examines what type of education parents chose for their child and what are the reasons, and also how the child feels in a class group or a group of peers according to his parents. It is searching for what parents believe is the...
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Perceptions d’élèves québécois présentant une déficience auditive de l’utilisation du langage parlé complété en contexte d’intégration scolaireDupont, Audrey 08 1900 (has links)
Depuis l’adoption de la politique de l’adaptation scolaire en 1999, le ministère de l’Éducation, du Loisir et du Sport a mis en place un plan d’action pour permettre l’intégration des élèves handicapés ou en difficulté d’adaptation ou d’apprentissage. L’intégration des élèves handicapés a fait l’objet de plusieurs études ; toutefois, peu d’entre elles se sont intéressées à l’intégration d’élèves présentant une déficience auditive et utilisant le langage parlé complété. Le but de cette étude est de mettre en lumière les perceptions d’élèves présentant une déficience auditive quant à l’utilisation du langage parlé complété en contexte d’intégration scolaire.
Les concepts exploités dans ce mémoire sont relatifs à la surdité, aux élèves présentant une déficience auditive, aux modes de communication utilisés auprès de ces élèves, et plus particulièrement le langage parlé complété, de même qu’au contexte d’intégration scolaire québécois.
Cette recherche est de type exploratoire et la méthode utilisée est qualitative. Cinq étudiants présentant une déficience auditive et âgés entre 12 et 17 ans ont participé à une entrevue semi-dirigée. Les résultats de ces entretiens montrent que ces élèves ont des perceptions positives et négatives face à l’utilisation du langage parlé complété en contexte d’intégration. Quoique de façon générale cela n’entrave pas leur intégration scolaire, les perceptions négatives se rapportent davantage à l’intégration sociale qu’à l’intégration scolaire. / Since the adoption of the policy on special education in 1999, the Ministère de l’Éducation, du Loisir et du Sport created an action plan to allow the integration of the students with special needs. The integration of pupils with handicaps had been the subject of several studies, however, little of them were interested in integration of hearing impairment students using Cued Speech at school. The objective of this study is to throw a light onto perceptions of pupils presenting hearing impairment regarding the use of Cued Speech in a context of school integration.
The concepts exploited in this memory are related to students with hearing impairment, deafness, modes of communication used with these pupils, and more particularly the Cued Speech, just as the context of Québec school integration.
This research is of the exploratory kind, and the method used is qualitative. Five students with hearing impairment and between 12 and 17 years old took part in semi-directed interview. The results of these research sessions show that these pupils have positive and negative perceptions vis-a-vis the use of Cued Speech in an integration context. Though, in a general way, it does not seem to hinder their school integration, negative perceptions more refer to social integration than school integration.
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