Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2009. / This thesis explores pluralist perspectives on literacy in the context of the Literacy and Numeracy (LITNUM) Strategy of the Western Cape Education Department. My argument is that we need to move beyond functional or technical conceptions of literacy towards a recognition of its transformative potential. That is, the concept of literacy needs to be stretched to incorporate pluralist perspectives in order to achieve developmental aspirations. Following a literature review approach, I construct three constitutive meanings of literacy, namely “cognitive skills”, “social context” and “development”, and I investigate how the LITNUM Strategy conforms to these constitutive meanings of literacy. My finding is that LITNUM is based on a constructivist learning theory. I caution that when understandings of learning theories are viewed exclusively from one perspective, literacy becomes “compacted”, and we miss out on important considerations of literacy and its transformative potential. I show that LITNUM discusses several social contextual factors related to literacy; a recognition of the impact of social issues on literacy. Regarding LITNUM’s concern with development, I conclude that both functional and critical literacy as important aspects of development are not sufficiently addressed. In a nutshell: LITNUM focuses on technical skills, which need to be balanced with the notion that literacy is a social act, and that it has the potential to transform societies. I propose a “literacy of thoughtfulness”, based on compassion, love and care. This proposition forms the basis for possible future research.

M.Ed. (Language Teaching) / Please refer to full text to view abstract

This thesis is an ethnography of Rastafari childhood in the former Cape Province, South Africa, through the eyes of both parents and children. If children are a ‘muted group’, then what are the identity formation implications for “double-muted” groups, the children of ethnic minorities whose voices are not heard? Rasta parents’ experience of the struggle, ie. the opposition to apartheid, has shaped the Rastafari chant of ‘equal rights’ and ‘justice’ into a distinctly South African form of protest and resistance. Their childhood experiences have resulted in a desire to provide a better life for their children, using Rastafari as a vehicle. This is expressed in a continuation of the struggle that was started during apartheid, in the Rasta ideology children grow up learning. The Rasta child has become a contested body in this struggle. The South African Government, through policy, has a mandate to protect the child, and legislature exists to do so in accordance with international law. However, as child-raising differs phenomenally from culture to culture, these goals on the part of the State start infringing upon the rights and freedoms of minorities to raise their children according to their own cultural goals. This study examines the tension between Rastafari and government with regards to child raising, specifically looking at the following main points of contestation: public health, public schools and policy/legislation; in order to examine how Rasta children negotiate their identity in the face of these conflicting messages and struggles. Their identity can be influenced by three main groups, the Rasta family they grow up in; school; and multi-media. What these children choose to accept or reject in their worldview is moderated by their own agency. This study shows that this tension results in a new generation of Rastafari children, who are strongly grounded in an identity as Rastafari and take pride in this identity. It also illustrates how Rastafari are impacting on and changing government policy through resistance. Their successes in challenging the state on the grounds of multiculturalism and religious freedom, has helped in the attainment of a sense of dignity.

Summaries in Afrikaans and English / The promotion of multi-cultural education and the upliftment of milieu disadvantaged children are closely related to each other, and is presently an important issue in the South African educational system. Poor knowledge of milieu disadvantaged children and multi-cultural education result in the loss of valuable learner potential and the non-fulfilment of the education policy. In this study, the promotion of self-actualisation of milieu disadvantaged children within a multi-cultural education system is discussed from a psychological-educational perspective. Attention is given to the problems and issues that play a defining role in the implementation of such an educational system. The influence of the environment en the development and functioning of milieu disadvantaged learners is investigated further. Qualitative research is done to identify the developmental areas where most problems occur. Finally, recommendations are made to the government, teachers and parents that ~an serve as guidelines to promote the selfactualisation of these learners. / Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die onderwysbeleid nie uitgevoer word nie .. In hierdie studie word die bevordering van selfaktualisering van milieu-geremde leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem speel. Die invloed van die omgewing op die ontwikkeling en funksionering van milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer. Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder. / Educational Studies / M. Ed. (met spesialisering in Voorligting)

Summaries in English and Afrikaans / In die verlede het matrikulante van Tswanaskole in die Noord-Kaap oor die algemeen nie goeie uitslae verkry nte. Politieke onstabiliteit wat tot klasboikotte aanleiding gegee het, was as een van die hoofredes aangevoer. Die hoofoorsaak van hierdie navorsing is om die rol van kultuur wat tot swak prestasie lei, te bepaal. Met behulp van literatuurstudie is bepaal dat daar 'n noue verband tussen onderwys/opvoeding, volwassenheid en kultuur bestaan. Geen mens kan volwassenheid bereik sonder opvoeding nie en verskillende kulture het verskillende kriteria vir volwassenheid. Die skole in Suid-Mrika is oop vir alle rassegroepe en die gevolg is dat 'n verskeidenheid van kultuurgroepe in een klaskamer onderrig ontvang. Om kontlik en misverstande in die klaskamersituasie te voorkom, kan van multikulturele onderwys gebruik gemaak word. Met die empiriese ondersoek is deur middel van vraelyste en onderhoude probeer vasstel watter kultuuraspekte 'n rol speel in die swak akademiese prestasies onder Tswana-matrikulante. Die medium van onderrig is 'n probleem in 'n multikulturele land waar dit soms, tot nadeel van die kind, onprakties is om moedertaalonderrig toe te pas. Wat Engels as medium van onderrig betref, is dit problematies vir baie Tswanas in die Noord-Kaap wat voorskools min met Engels in kontak kom. Wat die kultuur-historiese aspekte betref, is die Tswanas trots op hulself en wil graag kontak maak met ander kultuurgroepe en meer van hulle leer. Sosiaal-ekonomies woon baie Tswanas as uitgebreide gesinne in klein huise. Onderwysers sal professioneel moet optree in die uitvoering van hulle pligte. Leerlinge sal verantwoordelikheid moet erken vir hulle dade en saam sal beide onderwysers en leerlinge moet bou aan die skep van 'n leerkultuur by die skool. / Matriculants from Tswana schools in the Northern Cape generally have been achieving poor results. Political instability leading to class boycots has been regarded as one of the main reasons. The main reason for this research is to determine the role played by culture in the achievement of poor results. A literature survey has indicated that there is a close interrelationship between education/ upbringing, adulthood and culture. A human being cannot reach adulthood without education and different cultures have different criteria for maturity. Schools in South Africa are open to all race groups which results in a variety of cultural groups receiving education in the same classroom. To avoid misunderstandings and conflicts in the classroom, multicultural education may be used. With the empirical investigation by means of questionnaires and interviews an attempt is made to determine which cultural aspects play a role in the poor academic results achieved by Tswana matriculants. The medium of instruction is a problem in a multi-cultural country where it is sometimes impractical to apply mother tongue education. As far as English as medium of instruction is concerned, it is problematic for many Tswanas in the Northern Cape as they are seldom exposed to it during their pre-school years. As far as the cultural-historical aspects are concerned, the Tswana is a proud people who gladly make contact with and want to learn from other cultures. Socio-economically many Tswanas live as e..'Ctended families in small dwellings. Educators will have to act professionaly in the execution of their duties. Pupils will have to accept responsibility for their actions and build, with the teachers, a cultUre of learning at every school. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010. / Dissertation presented for the degree Doctor of Philosophy (PhD) at Stellenbosch University. / ENGLISH ABSTRACT: In this critical-hermeneutical inquiry into schools as learning organisations I use the service provision model of the Western Cape Education Department (WCED) as an exemplification of the concept of a learning organisation. In this inquiry, which is conceptual in nature, I explore whether their service provision model is sufficient to turn schools into learning organisations. With the establishment of Education Management and Development Centres (EMDCs) in the Western Cape, the WCED expressed its intention to develop schools in the Western Cape into learning organisations. I do a literature review to develop a conceptual framework of a learning organisation. From the literature review I constructed five constitutive meanings of a learning organisation. These meanings serve as conceptual lenses to explore how schools can be developed into learning organisations. Furthermore, I analyse some of the WCED service provision policies against the five constitutive meanings. These constitutive meanings include quality, inclusivity, collaborative teamwork, communication and power, which determine if the WCED policies are consistent with its objective to develop schools into learning organisations. Through my analysis I found that the WCED‟s policies are not compatible with all constitutive meanings. This led me to conclude that the WCED‟s understanding of a learning organisation is fundamentally and conceptually flawed as the WCED‟s service provision model operates within a controlled and regulated environment at the expense of internal school development. Interviews and the interpretation of data further reveal that the WCED‟s service provision model is not adequate to develop schools into learning organisations. This flawed understanding may have resulted partly in the WCED‟s adoption of a single, unitary managerialist approach to their service provision model because of the strong emphasis on compliance rather than cooperation that should exist between schools and the WCED. Based on the constitutive meanings I constructed for a learning organisation, I conclude that a managerialist approach serves the WCED‟s interest more than it serves the interest of teachers and classroom practice. The main argument of this study is that a communicative deliberative idea of democracy could reconceptualise the WCED‟s inadequate understanding of a learning organisation. A key aspect of developing schools into learning organisations may begin with instituting better lines of communication which should include elements like reflexive discussion, communicative freedom, consensus and decision-making processes. These elements form the basis of what constitutes a learning organisation. This reconceptualised notion of a learning organisation can best be done through deliberative democracy with its emphasis on public argumentation with equal opportunity with the aim of arriving at an agreed judgement. This study suggests that the WCED adopts a communicative deliberative idea of democracy as a notion of communication which is a more ideal vehicle that could assist in developing schools into learning organisations. / AFRIKAANSE OPSOMMING: In hierdie kritiese verklarende ondersoek rondom skole as leerorganisasies gebruik ek die Wes-Kaapse Onderwys Departement se diensleweringsmodel as ʼn voorbeeld van die konsep van ʼn leerorganisasie. Hierdie ondersoek is konsepsioneel in wese en bepaal of die WKOD se diensleweringmodel voldoende is om skole in leerorganisasies te ontwikkel. Met die daarstelling van Onderwys en Bestuur Ontwikkellings Sentrums (OBOSSE) in die Wes-Kaap het die WKOD sy voorneme om skole in die Wes-Kaap in leerorganisaies te ontwikkel uitgedruk. Derhalwe doen ek ʼn literêre oorsig om ʼn konseptuele raamwerk van ʼn leerorganisasie te ontwikkel. Vanuit hierdie literêre oorsig het ek vyf kontitutiewe betekenisse naamlik (kwaliteit, inklusiwiteit, samehorige spanwerk, kommunikasie en mag) geїdentifiseer wat ʼn leerorganisasie saamstel. Hierdie konstitutiewe betekenisse dien as waarneembare lense om vas te stel in hoe ʼn mate skole in leerorganisasies kan ontwikkel, en of die WKOD se diensleweringmodel strook met sy oogmerk om skole in leerorganisasies te ontwikkel. Ek analiseer vervolgens sekere WKOD diensleweringbeleide teen die konstitutiewe betekenisse om die relevansie om skole in leerorganisasies te ontwikkel vas te stel. Deur hierdie analise het ek ontdek dat nie alle beleide ten volle aan die vereistes van die konstitutiewe betekenisse voldoen nie. Derhalwe kom ek dus tot die gevolgtrekking dat die WKOD se siening van ʼn leerorganisasie fundementeel en konseptueel foutief is omdat die WKOD se diensleweringmodel werk binne die raamwerk van ʼn beheerde en gekontroleerde omgewing tot die nadeel van die interne ontwikkeling van skole. Die onderhoude se interpretasie in verhouding met die vyf konstutiewe betekenisse en beleidsdokument het verdere inligting aangaande die hoofnavorsingsvraag of die WKOD se dienslewering model genoegsaam is om skole in leerorganisasies te ontwikkel verskaf. Ek argumenteer dat hierdie skewe siening (beeld) mag gedeeltelik daartoe bygedra het tot die WKOD se enkel eensydige bestuurstyl tot hul diensleweringmodel as gevolg van die sterk klem op onderdanigheid eerder as samewerking wat ʼn ideale spangees tussen skole en die WKOD teweeg kan bring. Op grond van die konstitutiewe betekenisse wat ek geformuleer het, doen ek aan die hand dat die WKOD se diensleweringmodel hulself bevoordeel, eerder as die belange van onderwysers en klaskamer praktyk. Derhalwe doen ek ʼn paar aanbevelings aan die hand om hierdie leemtes aan te vul en voorsien riglyne om skole in leerorganisasies te ontwikkel. Die hoofargument van hierdie ondersoek is dat beraadslagende demokrasie die WKOD se siening van „n leerorganisasie aansienlik kan verbeter. „n Sleutel aspek van die ontwikkeling van skole in leer organisasies mag begin by die instelling van beter vorme van kommunikasie wat elemente soos reflektiewe besprekings, kommunikatiewe vryheid, konsensus and besluitneming insluit. Hierdie elemente vorm die basis van wat ʼn leer organisasie behels. Dit kan derhalwe die beste gedoen word deur beraadslagende demokrasie met sy klem op publieke argumentering met gelyke geleenthede en die klem op die daarstelling van ooreenstemmende oordeel. Hierdie studie suggereer that die WKOD die idée van beraadslagende demokrasie as ʼn beginsel van kommunikasie moet aanneem wat die mees ideale vorm van demokrasie is wat hulle kan ondersteun om skole in leer organisasies te ontwikkel.

Summaries in Afrikaans and English / The promotion of multi-cultural education and the upliftment of milieu disadvantaged children are closely related to each other, and is presently an important issue in the South African educational system. Poor knowledge of milieu disadvantaged children and multi-cultural education result in the loss of valuable learner potential and the non-fulfilment of the education policy. In this study, the promotion of self-actualisation of milieu disadvantaged children within a multi-cultural education system is discussed from a psychological-educational perspective. Attention is given to the problems and issues that play a defining role in the implementation of such an educational system. The influence of the environment en the development and functioning of milieu disadvantaged learners is investigated further. Qualitative research is done to identify the developmental areas where most problems occur. Finally, recommendations are made to the government, teachers and parents that ~an serve as guidelines to promote the selfactualisation of these learners. / Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die onderwysbeleid nie uitgevoer word nie .. In hierdie studie word die bevordering van selfaktualisering van milieu-geremde leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem speel. Die invloed van die omgewing op die ontwikkeling en funksionering van milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer. Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder. / Educational Studies / M. Ed. (met spesialisering in Voorligting)

Summaries in English and Afrikaans / In die verlede het matrikulante van Tswanaskole in die Noord-Kaap oor die algemeen nie goeie uitslae verkry nte. Politieke onstabiliteit wat tot klasboikotte aanleiding gegee het, was as een van die hoofredes aangevoer. Die hoofoorsaak van hierdie navorsing is om die rol van kultuur wat tot swak prestasie lei, te bepaal. Met behulp van literatuurstudie is bepaal dat daar 'n noue verband tussen onderwys/opvoeding, volwassenheid en kultuur bestaan. Geen mens kan volwassenheid bereik sonder opvoeding nie en verskillende kulture het verskillende kriteria vir volwassenheid. Die skole in Suid-Mrika is oop vir alle rassegroepe en die gevolg is dat 'n verskeidenheid van kultuurgroepe in een klaskamer onderrig ontvang. Om kontlik en misverstande in die klaskamersituasie te voorkom, kan van multikulturele onderwys gebruik gemaak word. Met die empiriese ondersoek is deur middel van vraelyste en onderhoude probeer vasstel watter kultuuraspekte 'n rol speel in die swak akademiese prestasies onder Tswana-matrikulante. Die medium van onderrig is 'n probleem in 'n multikulturele land waar dit soms, tot nadeel van die kind, onprakties is om moedertaalonderrig toe te pas. Wat Engels as medium van onderrig betref, is dit problematies vir baie Tswanas in die Noord-Kaap wat voorskools min met Engels in kontak kom. Wat die kultuur-historiese aspekte betref, is die Tswanas trots op hulself en wil graag kontak maak met ander kultuurgroepe en meer van hulle leer. Sosiaal-ekonomies woon baie Tswanas as uitgebreide gesinne in klein huise. Onderwysers sal professioneel moet optree in die uitvoering van hulle pligte. Leerlinge sal verantwoordelikheid moet erken vir hulle dade en saam sal beide onderwysers en leerlinge moet bou aan die skep van 'n leerkultuur by die skool. / Matriculants from Tswana schools in the Northern Cape generally have been achieving poor results. Political instability leading to class boycots has been regarded as one of the main reasons. The main reason for this research is to determine the role played by culture in the achievement of poor results. A literature survey has indicated that there is a close interrelationship between education/ upbringing, adulthood and culture. A human being cannot reach adulthood without education and different cultures have different criteria for maturity. Schools in South Africa are open to all race groups which results in a variety of cultural groups receiving education in the same classroom. To avoid misunderstandings and conflicts in the classroom, multicultural education may be used. With the empirical investigation by means of questionnaires and interviews an attempt is made to determine which cultural aspects play a role in the poor academic results achieved by Tswana matriculants. The medium of instruction is a problem in a multi-cultural country where it is sometimes impractical to apply mother tongue education. As far as English as medium of instruction is concerned, it is problematic for many Tswanas in the Northern Cape as they are seldom exposed to it during their pre-school years. As far as the cultural-historical aspects are concerned, the Tswana is a proud people who gladly make contact with and want to learn from other cultures. Socio-economically many Tswanas live as e..'Ctended families in small dwellings. Educators will have to act professionaly in the execution of their duties. Pupils will have to accept responsibility for their actions and build, with the teachers, a cultUre of learning at every school. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

This thesis is a study of the development of a group of students during the time they spentworking as a reflecting team in family therapy. Due to an increase in the number of students enrolled for the Masters degree in Educational Psychology in the years from 2001, there was concern about the students experience of family therapy, since they would not all be likely to counsel a family. The study, which was undertaken over a period of two years, allows a comparison of two different experiences of being part of a reflecting team. The first year the whole group formed a single team, whereas, the group in the second year split into two teams, working on a fortnightly basis. The growth of the students as therapists was assessed by means of questionnaires and an interview with the trainer in terms of self-reflection, willingness to risk. / Social work / MA(SS)(Mental Health)

This thesis is a study of the development of a group of students during the time they spentworking as a reflecting team in family therapy. Due to an increase in the number of students enrolled for the Masters degree in Educational Psychology in the years from 2001, there was concern about the students experience of family therapy, since they would not all be likely to counsel a family. The study, which was undertaken over a period of two years, allows a comparison of two different experiences of being part of a reflecting team. The first year the whole group formed a single team, whereas, the group in the second year split into two teams, working on a fortnightly basis. The growth of the students as therapists was assessed by means of questionnaires and an interview with the trainer in terms of self-reflection, willingness to risk. / Social work / MA(SS)(Mental Health)