M.Ed. / With more and more emphasis on redressing the wrongs of apartheid and the focus on improving facilities and services in previously disadvantaged communities, there has been a move to bring previously unavailable and inaccessible services to the people who live in the townships. Counselling is one such need, especially considering the past political violence and the ongoing problems of poverty, child abuse, drug and alcohol abuse, unemployment and feelings of helplessness. Trauma Counselling emerged as one of the expressed needs from the townships on the East Rand of Gauteng (Johannesburg). Consequently NG 'S, Universities and local government have become involved in delivering some sort of counselling programme within the townships. The research question emerged as a result of the researcher's work and frustration whilst working in this area. It became apparent that the counsellors who were working within a township context were not always progressing as they would like. The researcher thus decided to investigate the appropriateness of using a western model of counselling within a township context. The theoretical framework consists of a brief overview of a western model of counselling and relevant readings on cross-culturalism. The skilled helper model of counselling was used to represent a typical western counselling model. The concept of Individualism and Collectivism emerged as an important aspect on which the study is based. Further readings on Traditional Healing were also undertaken. The nature of the research question led the researcher to adopting a monographic study as a research format within a qualitative research paradigm. The study is conducted in the single case study format. This in turn directs the research to observations, focus groups and document analysis. A group of black teachers who underwent training in counselling skills is the target of this study. The findings of the study indicate that western-type counselling as it is currently practised in South Africa needs to change to be more effective within the African context. The research also indicates that it is important to include cross-cultural training as well as the theory of Traditional Healing within the training of future educational psychologists

Thesis (M.A.)--University of Toronto, 2005.

This is a study of teacher pushout among Black male educators. In particular, this study examines experiences that prompted Black male teachers to resign or be terminated from teaching positions with the goal of exploring contributing factors to Black male teacher turnover. Drawing from the pushout stories of 9 Black male educators, this study found that Black male teachers experienced pushout in three phases: 1) the Reason – characterized by idealistic and hopeful feelings about being a change agent in the lives of students, 2) the Reality – characterized by various turning points that made it clear that the teaching positions these teachers were in might be less than ideal, and 3) the Removal – characterized by a steady escalation of negative events and interactions that eventually led to their pushout (through firing or resignation). Within these phases, several themes emerged. During the Reason phase, participants reported feeling a sense of responsibility to teach and mentor disadvantaged students – particularly Black males, love for teaching, and a sense of calling to teach. The Reality phase was characterized by pressure to conform to the expectation of masculinity suppression or over-expression depending on the needs and desires of co-workers and administration, limitations on creativity, and pressure to go along with policies and practices that participants felt were unethical or ineffective. Finally, the Removal phase was characterized by a culmination event that resulted in a move to another school or out of the field of education entirely. This dissertation builds on research about teacher turnover and identifies teacher pushout, a specific phenomenon within teacher turnover. Further, this study examines pushout among Black males.

A research report submitted to the Faculty of Education, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), University of the Witwatersrand, Johannesburg 1993. / .There is.an urgent n1f toadd~SS ~.iedll~()n.alcrisis inSouth Africa where decades of unequal provision!! of resoJit~:jt~erkl~ black teacher training and insufficient mediation ~~Je: leftP~~pilSwith\~radl~quate ~~gnitiVe skills. Educational reform needs Inbe. rr111'fi,ensioan~drI\1uit~4f~deiru)Ttiye teacher training. I:. Ii .. 11... \ l .' I, 'Feu:erstein'lsi~~tel~prlnqjiples of med,\~ted leamil1i~ experience (MLE) were the focus. of ti,e ~c~er I~.1! .~ftVire:.F.·. . ning p~.~.:~l•).!\me w~\thl$ research aimed to implement and . ... . !i. \rn \\:' /} I"~ c \\ " evaluate. ••i ',11 . ii '. !\\ \ ." I • II 1.·.·...:.•.. 1.' ..•.•• . ",. !I 1\. \ 1/ 'II: r,\ .' . .\\ " .\ '. . . ' pou/feel! ~lidW(~~1porimary school tea~!rl;rs formed ~lhesample population for the study :1\.:~.i\;sli:;:~r:.d:.:.'n\1::e::d~~;':::N:;ti:o m;;~:~ quesll\:. ""('0}w~~. \rparticipants rated thr.. professional sell -percep~" II o\~\ ~\ . \~\\ . II \\ -. \, \'.; if The intervention dr twelve w~kly ~~~~~('!!?,~,provided theo~~tiCal'and experiential <, elaboration bf MLl~principles. Resul~~ ~~ysed on Wilcoxon Sign Rank Tests Ii c, I, ':? revealed a significan\.,increase in subJect'" ~use of four MLE principles, a decrease in ~. .~~ .' , one non-medilltional \~e'.naviour and a Signilfican1(fnCreaSe ill professional self-esteem. There was thus SUP~\1..\.£. or the..•val~e of M~f. r.-i.·ni.1If in Improving both behavioural and affective qimensio()! of ~cJ\ ••LiJ!a~~~f the study were discussed and suggestions for f'urth,er r~~~earCh'~ropo~,

Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 115-120). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ66382.

This work is a descriptive phenomenological study of the experience of conflict that is lived by black teachers in the Bantu Education context. Subjects are teachers from the East Rand and Eastern Cape who have high school teaching experience that ranges from 1 to 15 years. The conflict researched was defined as those situations in which the teacher faced demands or expectations from different interest groups which were incompatible or negated each other. The Subjects of this research were six teachers who were interviewed for case material. The phenomenological case study design was used. Data collection consisted of in-depth interviews while analysis followed the phenomenological method developed at Duquesne University. This was an exploratory study which identified two major forms of conflict. The first exists between the teacher's expectation of teaching and the education authorities' expectation of how and what the teacher should teach in lessons. The second form of conflict identified is that in which the teacher's allegiance to one social group or ideology is violated by the teacher's participation in a system of education that negates his/her view about the South African sociopolitical situation. In the latter case the teacher is forced to comply with commitments or demands placed on him/her which negate each other. Van den Berg's theory of plural existence was used to inform data analysis and so was the theory of cognitive change and inconsistency.

Thesis (M.Communication Pathology)--Universiteit van Pretoria, 2002. / Summary in English and Afrikaans. Includes bibliographical references (leaves 107-118).

No description available.

Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, 2011. / This thesis sets out to demonstrate the influences on the personality of a Black African Male Educator – specifically mine - as I enquire: ―Why do I do things the way I do?‖ and ―What has enabled me to meet, face and resolve the challenges that I have come across in life?‖ I have addressed these questions from a self-study perspective, using narrative enquiry, living theories methods and auto-ethnography. I have written this thesis aware that I lived the first thirty seven years of my life under the potentially personality deforming oppression of apartheid, and that I have conducted my study and written my thesis in the context of the HIV&AIDS pandemic. In creating my own ―living theory‖ philosophy, I look at my epistemology - How do I know what/that I know? - my ontology – Who am I? Who am I becoming? What do I believe? and my axiology – What do I value? In creating my own ―living theory‖ (Whitehead, 2008), I examine the influences which have informed my personality development and that of my research participants. The originality of the contribution of this thesis to the academy is to demonstrate the influence of one person‘s personal origin and naming, carers and family, childhood experiences and learning, sport and sport instructors on his personality development. In addition, the thesis highlights the usefulness of forms of knowledge - herding and induku - that have not been explicitly declared as useful and included formally in education. To this end, I demonstrate the connections that exist between, induku, herding, work, community involvement and education as influential in personality development. I use my personal beliefs and values – principally ubuntu and ukuhlonipha – and the Critical Cross Field Outcomes to demonstrate the relationship between these values and outcomes, my personal account and the development of my human personality. I look at the implications for education. I review the Republic of South Africa‘s National Curriculum Statement in Life Orientation Grades 10–12. I suggest ways in which the Beliefs and Values demonstrated and examined in this thesis, and Critical Cross Field Outcomes can be incorporated in Community Service Integrated Projects that can help learners to make their beliefs and values explicit in their learning, all to the end of influencing values-informed personal development. / National Research Foundation.

An investigation into the extent to which rural black primary school teachers of English in Kwazulu-Natal have been exposed to a culture of reading in general and, more particularly, their perceptions of the value of proficiency in reading English. / Thesis (M.Ed.) - University of Natal, 1999.