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The South African Society of Music Teachers : its history, contribution and transformationBrown, Andrew Philip 08 1900 (has links)
This study records the history and activities of the South African Society of Music Teachers (SASMT) from its founding in 1922 until 2015, concentrating on the contribution it has made to music education in South Africa and the extent to which it has adapted to changing socio-political circumstances.
Within the context of South African history and its education system, a study of the SASMT's Constitution, journal and other archival material was undertaken. The SASMT's reaction to changing trends in music education, including multiculturalism and the praxial philosophy, was contrasted with the activities of the South African Music Educators' Society (SAMES) and comparable overseas organisations. The mission and activities of ISME and PASMAE were used as a yardstick for determining the extent to which the SASMT fulfills the music educational needs of post-apartheid South Africa. Initially the SASMT provided a link between Europe and South Africa, focusing almost exclusively on Western Art Music. With an arguably colonial-based outlook, the organisation helped to unite music teachers by means of various projects and activities, as well as through its magazine and by forming a strong relationship with the overseas examining bodies and Unisa. Throughout its history, the SASMT has grappled with determining exactly what aspects of music education it represents, and consequently who should be admitted to membership. This became particularly pertinent in the 1980s with the formation of the South African Music Educators' Society, which highlighted the need for a more open organisation in the context of the fragmented education system of the times.
The SASMT has a long, stable history, with a network of centres and institutional members, and in the late 1990s was appointed as the National Affiliate of ISME. Currently the SASMT is characterised by reduced participation in its activities and a membership that does not adequately reflect South Africa's demographics. The study concludes with recommendations as to how the SASMT might transform its vision to serve fully the needs of South African music education. / Art History, Visual Arts and Musicology / D. Litt. et Phil. (Musicology)
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School managers' perceptions of teacher unions in the Vryheid regionNtshangase, Doctor Mbukeni 06 1900 (has links)
This study is based on a need for teacher union involvement in the management
of schools to enhance effective teaching and efficient learning. The rationale
behind it was to disclose the current perceptions of school managers concerning
teacher union involvement in the management of schools in the Vryheid region,
with a view to determining the extent to which their perceptions of teacher unions
could be positively influenced to allow for proper consultative school management
as well as active participation of teacher union members in the decision-making
process.
The study revealed that the school managers' perceptions and attitudes are
central to teacher union involvement in the management of schools. If negative,
no effective participatory school management can materialise. The role of the
perceptions and attitudes of school managers in the realisation of the goal of
participative school management is indispensable. The empirical survey and
literature revealed that school managers are in a good position to address the
serious shortcomings regarding the manner in which teacher unions are perceived
in schools. / Educational Leadership and Management / M. Ed. (Education Management)
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The educational impact of teachers' organisations (1925-1992) on the Indian community in South AfricaMunsamy, Gabriel Somasundram 06 1900 (has links)
The investigation contributes to a broader understanding of
the hegemonic role of teacher organisations and their
relation to the dominant structures in society. It also
contributes to educational theory since it extends the
traditional assertion of an individual teacher who acts as
an agent of capitalism and who serves to foster the
interests of the State, to teachers who operate through an
organisation which becomes more powerful in articulating
this hegemony.
The historic evidence shows that for much of the period
under investigation these teacher organisations have either
endorsed, or else have failed to challenge in significant
ways, the use of education by the State to ramify the
ideology and practice of apartheid. In addition these
organisations have had no power to compel action from
political and educational authorities. Decades of
compliance with State policy, or unwillingness to
forcefully articulate the obvious injustices of that
policy, have inevitably led to a position whereby
established teacher bodies became inward looking.
Ultimately, these teacher bodies could not offer a
fundamental critique of the apartheid education system and
therefore could not empower their members to transform
society as they worked within a structural-functional and liberal framework. However, the research also shows that teachers as a
collective group became capable of resisting dominant
ideologies, especially during the post-1984 period.
Progressive teacher organisations, fuelled by the labour
movement and African nationalism convicted many
conservative teacher bodies to eschew ethnicity and agitate
for a unified, democratic non-racial, non-sexist State with
a single Ministry of Education. This period saw an
escalation in the struggles of resistance by teacher
organisations against a newly established Tri-cameral
parliamentary system. These empowered members effectively
resisted the increasing bureaucratisation and political
interference in education through which the State sought to
control teachers. The study offers a new way of perceiving
teacher organisations as they become involved in long term
struggles of transformation which incorporates the
reconstruction of a post-apartheid society. / Educational Studies / D. Ed. (History of Education)
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The role played by the Teachers' Association of South Africa in expressing and fulfilling the educational aspirations of the Indian communityMunsamy, Gabriel Somasundram 06 1900 (has links)
The study offers a historico-educational investigation of
the extent to which the Teachers' Association of South
Africa (TASA) satisfied the educational aspirations of the
Indian coIIDllunity in South Africa.
The discussion begins with a theoretical exposition of
characteristic features of teachers' associations. It
considers the origin, nature and purpose of teachers'
associations. A brief survey of some teachers'
associations in the Republic of South Africa is also made.
The development and the organisation of the Teachers'
Association of South Africa (TASA) is highlighted. In this
regard special emphasis is placed on the role of the
Association's forerunners, and the nature and functioning
of the various organisational structures within the
Association.
An elaborate discussion is devoted to the achievements of
the Association in satisfying the educational aspirations
of the Indian coIIDllunity in South Africa. The researcher
also offers recoIIDllendations on the role that teachers'
associations may play in the future. / Educational Studies / M. Ed. (History of Education)
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