Thesis (MEd)--Stellenbosch University, 2013. / AFRIKAANSE OPSOMMING: Ouers se betrokkenheid by hulle kinders se opvoeding binne ’n vennootskap tussen die huis en die skool het in Suid-Afrikaanse onderwys sedert 1996 toenemend belangrik geword. Ouers is hulle kinders se primêre opvoeders en lê dus die basis vir hul kinders se formele opvoeding. Dit is dus belangrik dat die huis en die skool moet saamwerk as vennote aan die opvoedkundige ontwikkeling van die kind. Die Suid-Afrikaanse Skolewet, Wet 84 van 1996, bevestig die belangrikheid van ‘n vennootskap tussen die huis en die skool, sowel as die noodsaaklikheid dat ouers ‘n bydrae moet lewer tot hulle kinders se opvoeding. Ten spyte van die waarde wat ouerbetrokkenheid bied, blyk dit asof daar tans steeds min of geen sprake van ouerbetrokkenheid by sommige ouers is nie, veral diegene wie se kinders voorheen-benadeelde primêre plattelandse staatskole bywoon. Hierdie studie het die navorsing van die mate van ouerbetrokkenheid van veral ongeskoolde, semi-geskoolde en arm, werklose ouers in die opvoeding van hul kinders ten doel. / ENGLISH ABSTRACT: Parental involvement in learners’ education in the form of a partnership between the home and the school has become very important in South-African education since 1996. Parents are the primary educators of their children and thus lay the foundation for their formal education. It is therefore important that the home and school work together as partners in the learners’ educational development. The South-African Schools’ Act 84 of 1996 confirms the importance of the partnership between the home and the school as well as the necessity of parents to make a contribution to their children’s’ education. Despite the value of parental involvement, there still seems to be no or a limited degree of involvement of some parents whose children attend former disadvantaged, primary schools in rural areas. This study aims to research the levels of parental involvement of especially illiterate, semi-literate, poor and unemployed parents in the education of their children.

Thesis (MEd) -- Stellenbosch University, 2010. / ENGLISH ABSTRACT: The new Technology curriculum was included in the National Curriculum Statement (Department of Education, 2005) as part of the broader intention of serving as the vehicle for reconstructing our society and our orientation towards education for the 21st century. In this narrative I will start by exploring the congruence between the technology curriculum, globalisation and the knowledge economy, the related discourses and the expectations these create for technology education in the Further Education and Training and General Education and Training bands in secondary education in South African schools. I will continue by critically engaging with the discourses and school-based patterns of engagement that shape the technology curriculum as well as teaching and learning practices in a secondary school. By locating my arguments within Pierre Bourdieu’s theories of habitus, field and strategies, as elaborated on by Lingard and Christie (2003), as well as Foucault’s theory of power, this narrative will engage with the perceived gap in the policy implementation process. This gap consists of a myriad of contextually interrelated factors that interact with the achievement of the prescribed outcomes and ultimately the intention of shaping learners for meaningful participation in the knowledge economy.

Thesis (MEd)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The research is about my story as a learning-support teacher and includes the identity growth that I experienced between the period from January 2001 until December 2012. My approach of acceptance and compassion, within the atmosphere of performativity, leads to my writing process and becomes my auto-ethnographic journey. The writing process brings about change, to experience the performative as an action of ‘doing’ (in Giroux 2000:135) and a way of being within day-to-day situations (in Denzin 2004:273). By recording my experiences within changing spaces, I hope to make a contribution to academic literature, by drawing the reader into my experiences of the forming of my identity and the explication of the writing process as a journey. Writing my introduction to this research at the end of this process, I realise that this research has not only changed my story, but also myself as a person. I struggled to bring the story to a close. This is because I have realised that my story is still changing every day. I am becoming a performative ethonographer (Denzin 2004:262) and I see concrete situations and engage in a conversation with them. And through this writing experience I have registered an enrichment in my experience. My research does not make use of questionnaires or interviews. It is action-research, experienced in everyday things. My story with remembrances was already there before the research, though never told. Ball (1996) refers to this process as identification. This is the process through which I have gone to be seen, as well as the process through which one goes to see oneself, to a specific identity (quoted by Thompson 2004:45). My story begins with questions and reflections about my being different as a white woman, within my context of the two so-called ‘Coloured Schools’. Am I carrying a white scar? (Cixous 1998). I have experienced the writing process as a way of coming into knowledge. My research leads to questions, though not necessarily to answers. The writing process leads to my looking through a different lens of gaining a better understanding. Peace. And hope. I am learning – have learnt – that hope is an ontological necessity. There is a necessity to dream, to change, and to better the lives of others (Freire 1998:8 in Denzin 2003:263). My research develops rhizomatically (Honan: 2006; Richardson & Pierre 2005, quoted in Richards 2012:3). It is written in fragments of daily action. It is written in the knowledge of the impossibility of relaying experience as it is or was. As a teller of a story, I emphasise that I do not posit my characters as objects. Rather, they are presented in this research in a relationship of trust, existing between myself and them for a period stretching beyond twelve years. Meaning cannot always be relayed in words. Suggestions of meaning can lie in the relationship between texts (Parsons 2002:32 in Le Roux 2012:xi4). / AFRIKAANSE OPSOMMING: Die navorsing behels my storie as leerondersteuner-onderwyser en omvat my identiteitswording vanaf Januarie 2001 tot Desember 2012. My benadering van aanvaarding en meelewing binne die atmosfeer van performatiwiteit, lei tot my skryfproses en word my outo-etnografiese reis. Die skryfproses bring verandering, om die performatiewe te beleef as ‘n aksie van doen (Giroux 2000a:135) en ‘n manier van wees, binne dag-tot-dag-situasies (in Denzin 2004:273). Deur die opteken van my ervaring binne wisselende ruimtes hoop ek om ‘n akademiese bydrae te lewer, wat die leser intrek binne belewing van my identiteitsvorming en ontvouing van die skryfproses as reis. Ek skryf my inleiding aan die einde en besef die navorsing het my storie sowel as myself verander. Ek sukkel om die slot te skryf. En besef: dis oor my storie elke dag aangaan. Ek word ‘n performatiewe etnograaf (Denzin 2004:262) en sien konkrete situasies en tree toe tot gesprek. Ek beleef verdieping van my bewussyn deur die skryfproses. My navorsing behels nie vraelyste en onderhoude nie en is aksie-navorsing, geleef in elke dag se dinge. My storie met herinnerings was daar voor die navorsing maar dis nooit vertel nie. Ball (1996) verwys na hierdie proses as identifikasie. Die proses waardeur ek gaan om gesien te word, sowel as die proses om myself te sien, lei tot ‘n spesifieke identiteit (aangehaal deur Thompson 2004:45). My storie begin oor my wonder en peins oor anderswees as wit vrou binne my konteks van twee bruin skole. Dra ek die wit scar ?(Cixous 1998). Ek ervaar die skryfproses as manier om tot kennis te kom. My navorsing lei tot vrae. En nie noodwendig tot antwoorde nie. Die skryfproses lei tot ‘n kyk deur ‘n ander lens, ‘n beter verstaan. Vrede. En Hoop. En ek leer hoop is ‘n ontologiese behoefte. Die begeerte om te droom, te verander en menselewens te verbeter (Freire 1999:8 in Denzin 2003:263). My navorsing ontwikkel rhizomaties (Honan 2006; Richardson & St. Pierre 2005 aangehaal deur Richards 2012:3), geskryf in fragmente van daaglikse aksie, vertel binne die besef hoe onmoontlik dit is om ervaring weer te gee (Pretorius 2008:73). As verteller beklemtoon ek dat ek nie my karakters as objekte voorstel nie, maar dat ek skryf binne ‘n etiese vertrouensverhouding wat oor twaalf jaar strek. Betekenis kan nie altyd in woorde weergegee word nie. Suggestie van betekenis kan lȇ in verhoudings tussen tekste (Parsons 2002:32 in Le Roux 2010:xi4).

Thesis (MEd)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The political dispensation in South Africa after 1994 experienced a complete change in different spheres of life. Not only was the country greeted with a new democratic government system, but also with widespread educational reform, of which curriculum reform in schools was one of its main drivers. This study focuses on implementation dynamics related to the latest iteration of curriculum reform namely the National Curriculum Statement (NCS) that was introduced in all public schools in 2005. Educators were sent for in service training in order to implement the new curriculum in their classrooms. Continuous assessment (CASS) became the operative on everybody’s lips, though learners would be assessed according to continuous assessment activities. These assessment marks or codes, obtained by the learners, would determine progression to the next grade. This resulted in a new educator practice, namely an assessment practice. Their initial encounter was somehow problematic because they found it difficult in marrying this new practice with their teaching and learning practices due to various reasons. One of the main reasons was that the NCS was never part of their tertiary education. The study’s main point of departure is that the assessment practices of primary school educators are diverse and divergent in response to the expectations of the NCS. The study uses the analytical lenses of forward and backward mapping as well as the ambiguity-conflict model in order to investigate and ascertain the underlying relationship between educator’s assessment practices and the assessment policy. The study belongs within the qualitative interpretative paradigm, as I attempt to form an understanding of the nature and range of their assessment practices. It emphasises the manifestation of the assessment practices of educators. Qualitative research instruments, which include individual interviews, were used to answer the research question and achieve the research objectives of the thesis. The research shows how these educators experience, interpret and implement the assessment policy in unique ways. It indicates how they, in striving to adhere to the expectations of the NCS, respond by tackling their respective assessment practices in a diverse and divergent way and at times deviate from what is expected of them as set out in the NCS. / AFRIKAANSE OPSOMMING: Die politieke bestel in Suid-Afrika het na 1994 ‘n ommeswaai op vele terreine beleef. Die land was nie net begroet met ‘n nuwe demokratiese regeringstelsel nie, maar ook met grootskaalse onderwyshervorming, met spesifieke verwysing na kurrikulum- hervorming, wat een van die vernaamste dryfvere sou wees. Hierdie studie fokus op die implementeringsdinamieke van die Nasionale Kurrikulumverklarin (NKV) wat in 2005 ingefaseer was en wat eintlik ‘n heromskrywing of herhaling van bestaande kurrikulumhervorming is. Opvoeders was bekend gestel en van nuuts af opgelei om ‘n nuwe kurrikulum in hul klaskamers te implementeer. Deurlopende assessering (DASS) was die nuwe wagwoord op almal se lippe, want leerders sal voortaan aan die hand van deurlopende assesseringsaktiwiteite geassesseer word. Hierdie assesseringspunte of kodes sal bepaal of leerders na ‘n volgende graad vorder. Dit het ‘n nuwe opvoederpraktyk, naamlik ‘n assesseringspraktyk, genoop en opvoeders het dit problematies gevind om hierdie nuwe praktyk met die onderrig- en leerpraktyk te laat trou. Die hoofuitgangspunt is dat hierdie laerskoolopvoeders se assesseringspraktyke divers en uiteenlopend tot die verwagtinge van die NKV is. Die studie gebruik die analitiese lense van voorwaartse en terugwaartse kartering asook die dubbelsinnige konflikmodel ten einde ondersoek in te stel na die onderliggende verwantskap tussen opvoeders se assesseringspraktyke en die assesseringsbeleid. Die studie hoort tuis binne ‘n kwalitatief-interpretivistiese paradigma, aangesien ek ‘n verstaan rondom die aard en omvang van hul assesseringspraktyke probeer vorm en verstaan. Die klem val op hoe hierdie assesseringspraktyke sigself in die klaskamerpraktyke van opvoeders manifesteer. Kwalitatiewe navorsingsinstrumente, wat individuele onderhoude van laerskoolopvoeders insluit, is gebruik om die navorsingsvraag te beantwoord en die navorsingsdoelwitte van die tesis te bereik. Die navorsing toon hoe hierdie opvoeders die assesseringsbeleid op unieke maniere ervaar, beleef, interpreteer en gevolglik in hul klaskamers implementeer. Dit lewer verder bewys hoe elkeen, in hul strewe om aan die verwagtinge van die NKV te voldoen, hul assesseringspraktyke divers en uiteenlopend aanpak en tot volvoering probeer bring en by geleenthede daarvan afwyk.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In South Africa no formal training in school leadership or school management is currently required to procure a position as school principal. The sole condition is that a candidate should possess a professional teaching qualification, with some years’ experience in the teaching profession. School principals cannot be blamed if they comply with no more than these basic requirements, as no formal qualification for school principals had existed prior to 2007. The Department of Education answered to the need for formal training to equip principals for meeting their responsibilities by introducing the Advanced Certificate in Education: School Leadership and Management (ACE). This study explores to what extent school principals experienced an improvement in their managerial skills after obtaining the ACE qualification. To offer a better understanding of the background of South African school principals, the history of the available training over the past forty years is outlined. This is supplemented by an overview of various countries’ approach to preparing principals for 21st century schools. The responsibilities of present day principals differ dramatically from those of twenty years ago, as policy documents such as the South African Schools Act has since 1996 required that the principal, together with the school governing body, take responsibility for the management of the school. Accordingly, this study includes an enquiry into the ACE qualification with regard to the curriculum content, the purpose of the course and how assessment takes place at higher education institutions where this course is offered. Interviews were conducted with two principals who had obtained the ACE qualification to gain insight into their experiences relating to the qualification. By means of comparison, two principals who had not completed the qualification were also interviewed to establish to what extent this qualification does in fact equip principals for their daily responsibilities. The possible effects of the qualification were highlighted by comparing the two pairs of principals who function in similar communities with corresponding problems. By presenting this research as a case study, it was possible to obtain in-depth information and varied opinions about principal training, where principals had acquired the most useful skills and what could be added to enhance the value of the ACE qualification. / AFRIKAANSE OPSOMMING: In Suid-Afrika is daar tans geen verpligting om oor formele opleiding in skoolleierskap of skoolbestuur te beskik om as skoolhoof aangestel te word nie. Daar word slegs verwag dat ’n kandidaat oor ’n professionele onderwyskwalifikasie en ’n aantal jare se ondervinding in die onderwys moet beskik. Skoolhoofde kan ook nie kwalik geneem word indien hulle slegs aan hierdie basiese vereistes voldoen nie, aangesien daar tot 2007 geen formele kwalifikasie vir skoolhoofde bestaan het nie. Die leemte aan formele opleiding vir die verantwoordelikhede van ’n hoof is erken deur die Departement van Onderwys wat die Gevorderde Onderwyssertifikaat-kwalifikasie: Skool Leierskap en Bestuur (GOS) ingestel het. Met hierdie studie word ondersoek ingestel tot welke die mate skoolhoofde ervaar dat hierdie GOS-kwalifikasie ’n verskil maak aan hul bestuursvermoëns. Om die agtergrond van Suid-Afrikaanse skoolhoofde beter te verstaan, word die geskiedenis van skoolhoofde se opleiding oor die afgelope veertig jaar uiteengesit. Daar word ook ’n oorsig gegee van verskillende lande se benadering tot die voorbereiding wat benodig word vir hoofskap van ’n skool in die 21ste eeu. Die verpligtinge van die hedendaagse hoof verskil drasties van dié van twintig jaar gelede, waar beleidsdokumente soos die Suid-Afrikaanse Skolewet sedert 1996 vereis dat die hoof, tesame met die beheerliggaam, verantwoordelikheid moet neem vir die bestuur van die skool. Om hierdie rede word die GOS-kwalifikasie ondersoek om vas te stel wat die inhoud van die kurrikulum behels, wat die doel van die kwalifikasie is en op watter wyse assessering plaasvind by die hoëronderriginstellings waar dit aangebied word. Onderhoude is gevoer met twee hoofde wat die GOS-kwalifikasie voltooi het aangaande hul ervaring van die kwalifikasie. Om vas te stel tot welke mate die kwalifikasie hulle beter toerus vir hul daaglikse verantwoordelikhede word die ervaring van twee ander hoofde, wat nie die kwalifikasie voltooi het nie, ter vergelyking gebruik. Die verskil wat die GOS-opleiding moontlik mag maak, word uitgelig deur die vergelyking van die twee pare hoofde in soortgelyke gemeenskappe met ooreenstemmende probleme. Deur hierdie navorsing as ’n gevallestudie aan te bied, word indiepte-inligting verskaf oor hul opinies aangaande hoofde-opleiding, waar hulle die mees bruikbare vaardighede opgedoen het en wat na hulle mening bygevoeg kan word vir die verwerwing van die GOS-kwalifikasie.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This research explored the influence of the rural multi-grade context on the nature of the work of the principal of a rural multi-grade school. I specifically looked at the job description of the school principal as set out in the South African Schools Act (84 of 1996) and how the rural multi-grade context affects the nature of the work of four principals in the Western Cape. The relationship between the interpretation of policy and its implementation has always been complex because policies are open to different interpretations by the implementers thereof. This complex relationship can be observed with the implementation of the South African Schools Act of 1996, with specific reference to articles 16(1), 16A(2) and 16(3), in the South African school community. This disjunction between the policy as formulated by policy makers and the implementation thereof by implementers is often traced to the fact that policy makers do not consider the context of the implementers of the policy properly (Bell & Stevenson, 2006:14-15). In my attempt for a better understanding of this disjunction (and the factors that contribute to it), I found the interpretive qualitative investigation the most suited methodology for this study. In this case, I used the case study as a qualitative research method. According to Patton en Cochan (2002:2), qualitative research is characterised by the goals of the research question, which relates to the understanding of certain aspects of social life and methodologies; therefore, words are generated instead of numbers for data analysis. Merriam (1998:21) defines a qualitative case study in terms of the end product as an intensive, holistic description and analysis of a single case, phenomenon or social unit. By defining and conceptualising rural multi-grade schools, I found that these schools are characterised by (a) remote areas with a sparse population and (b) poverty. Joubert (2009:4) defines rural teaching (read rural multi-grade schools) as teaching in remote areas with a sparse population, such as on farms, far from towns and cities, where learners are not exposed to the luxuries of shopping malls or industries. These environments are characterised by inaccessibility, poor or inadequate infrastructure, poverty and a lack of skills, resources, knowledge and community involvement. I conducted interviews with four principals of rural multi-grade schools. Based on results of the research study, I found that the rural multi-grade context indeed has an effect on the nature of the work of the principal. To assist principals of rural multi-grade schools, I recommend that the national education department review the staff establishments of rural multi-grade schools with regard to teachers and non-teaching staff. Furthermore, the provincial department needs to increase the monetary allocation for rural multi-grade schools by the Western Cape Education Department (WCED). In order to address the lack of support to the principals of rural multi-grade schools, specialists on multi-grade teaching should be appointed to support these schools in terms of curriculum delivery and school management. / AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die landelike multigraad-agtergrond op die aard van die werk van die hoof van ’n landelike multigraadskool verken. Ek het spesifiek gekyk na die posbeskrywing van die skoolhoof soos verwoord in die Suid-Afrikaanse Skolewet (84 van 1996) en hoe die landelike multigraad-agtergrond die aard van die werk van vier skoolhoofde in die Wes-Kaap beïnvloed. Die verband tussen interpretasie van beleid en die toepassing daarvan was nog altyd ʼn komplekse verhouding omdat beleid oop is vir uiteenlopende interpretasies deur die toepassers daarvan. Hierdie komplekse verhouding kom aan die lig wanneer daar byvoorbeeld gekyk word na die toepassing van die Suid-Afrikaanse Skolewet van 1996 (met spesifieke verwysing na artikels 16(1), 16A(2) en 16(3)) op die Suid-Afrikaanse skoolgemeenskap. Die disjunksie tussen die beleid soos deur ‘beleidmakers’ geformuleer en die toepassing daarvan deur beleidstoepassers of implementeerders van beleid kan dikwels herlei word tot die feit dat beleidmakers nie die agtergrond van beleidstoepassers of implementeerders van die beleid na behore in ag neem nie (Bell & Stevenson, 2006:14-15). In my poging om dié disjunksie (en die faktore wat daartoe aanleiding gee) beter te verstaan, het ek bevind dat die interpretatiewe kwalitatiewe ondersoek die geskikste metodologie vir hierdie studie sou wees. In hierdie geval het ek gebruik gemaak van die gevallestudie as kwalitatiewe navorsingsmetode. Kwalitatiewe navorsing word gekenmerk deur die doelstellings van die navorsingsvraag, wat verband hou met die begrip van sekere aspekte van die maatskaplike lewe en die metodes, wat woorde in plaas van getalle genereer vir data-analise (Patton & Cochan, 2002:2). Merriam (1998:21) definieer ʼn kwalitatiewe gevallestudie met betrekking tot die eindproduk as ʼn intensiewe, holistiese beskrywing en analise van ʼn enkele geval, fenomeen of maatskaplike eenheid. Met die definiëring en konseptualisering van landelike multigraadskole het ek tot die gevolgtrekking gekom dat hierdie skole gekenmerk word deur twee pertinente kenmerke: (a) dit is afgeleë met ylbevolkte omgewings en (b) armoede. Joubert (2009:4) omskryf landelike onderrig (lees landelike multigraadskole) as onderrig wat meestal in afgeleë en ylbevolkte omgewings soos op plase, gewoonlik ver van hoofroetes, dorpe en stede plaasvind, waar leerders nie aan luukshede soos inkopiesentrums of nywerhede blootgestel word nie. Hierdie omgewings word gekenmerk deur ontoeganklikheid, swak infrastruktuur, armoede en gebrekkige vaardighede, bronne, kennis en gemeenskapsbetrokkenheid. Onderhoude is met hoofde van vier landelike multigraadskole gevoer. Op grond van die navorsingresultate het ek bevind dat die landelike multigraad-agtergrond wel die aard van die skoolhoof se werk beïnvloed. Ek beveel dus onder andere aan dat die provinsiale onderwysdepartement die diensstate van landelike multigraadskole hersien wat betref onderwysers en niedoserende personeel asook dat die monetêre toekenning van landelike multigraadskole deur die Wes-Kaapse Onderwysdepartement (WKOD) verhoog word. Verder bevel ek aan dat bekwame distriksamptenare aangestel word om die skoolhoof van ʼn landelike multigraadskool ten opsigte van die bestuur van die skool en die onderwysers ten opsigte van kurrikulumlewering te ondersteun.

Thesis (PhD (Education)--University of Stellenbosch, 2005. / 334 leaves single sided printed, preliminary pages i-xiv and numbered pages 1-322. Includes bibliography, abbreviations and list of figures. / Scanned using a Hp Scanjet 8250 Scanner to pdf format (OCR). / ENGLISH ABSTRACT:The world is at a rapid pace being confronted with the need to shift national education policies that reflect basic human rights, with equity and fairness to the forefront. Along side of this herald are demonstrations of active mobilizations on the part of institutions of higher learning to "internationalize" their policies and programs to help to produce global citizens that effectively interact in international settings. As South Africa experiences changing scenes in educational reform government officials, practitioners, and educators face a number of challenges. Particularly, those related to cultural interactions when engaging in activities across the diaspora of school environments. Often these challenges serve as impediments to open communication, understanding and sensitivity amongst diverse cultural groups. As these impediments are faced in classrooms teachers increasingly find themselves at a deficit to adequately host learning environments conducive to its participants. Institutions of higher learning have a responsibility to provide the kind of intercultural dialog that entrenches policies and program curricula that speak to the needs of diverse communities, in particular those preparing future teachers. The research introduces the concept of global education communities to contribute towards shaping the kind of institutions that provide opportunities for students to practice, and become skilled in intercultural understanding. The research also raises serious discussion through the proposal of the elements of intercultural education towards contributive measures to address intercultural education, communication, and training. A case study of a four year pre-service general education training program (BEd GET) at the University Stellenbosch was conducted to trace and examine the presence of intercultural education. Data was collected by means of triangulated document analysis, interviews, and questionnaires. The research looked to a metaphoric analogy using Appreciative Inquiry, power with, and elements of intercultural education. The data was analyzed using qualitative strategies including classification and category construction, with imaginative variation and heuristic inquiry. The findings revealed that themes from intercultural education found expression or appearance in some aspects of the program outcomes, various module offerings, and teacher practice and approaches of the BEd GET curriculum. While the research also revealed that intercultural education does not appear to be a wholly attended pedagogy and practice in the GET program, the findings and interpretations revealed that intercultural education has numerous opportunities for expression and appearance to lay foundations for intercultural practice in theory. Another dimension of the research also revealed that students and lecturers collectively were not familiar with the concept of intercultural education, nor could a distinction between multicultural, and intercultural education be made. Furthermore, students' understandings and feelings reveal some resistance to themes in cultural diversity. The findings seem to reveal a need to incorporate strategies that raise intercultural consciousness. In view of the University of Stellenbosch's plan to internationalize, the findings present critical implications and recommendations toward incorporating intercultural pedagogy and practice into the methodological framework of the BEd General Education program. It finally poses future program and module development with respects to intercultural education and practice through the suggested use of the Hammer and Bennett's (1998, 2002) Intercultural Development Inventory (IDI). / AFRIKAANSE OPSOMMING: Die wereld word teen 'n versnelde tempo gekonfronteer met die noodsaaklikheid om nasionale onderwysbeleid wat menseregte, veral billikheid en regverdigheid, op die voorgrond stel. Saam met hierdie oproep is daar aanduidings van die mobilisering van institusies van hoer opvoeding om hu1le beleid en programme te "internasionaliseer" om burgers te vorm wat effektief met 'n globale wereld kan omgaan. Soos wat Suid-Afiika veranderende situasies ervaar in onderwyshervorming, word amptenare, praktisyns, opvoeders en ander betrokke in onderwysgemeenskappe gekonfronteer met 'n verskeidenheid uitdagings. Veral die verbonde aan kulturele interaksies betrokke by 'n diaspora van skoolomgewings. Die uitdagings dien dikwels as hindernisse vir oop kommunikasie, begrip en sensitiwiteit tussen verskillende kulturele groepe. In besonder wanneer hierdie hindernisse in klaskamers aangedurf word deur onderwysers wat meesal self 'n tekort aan voldoende leerervaring het om leeromgewings in belang van die deelnemers te fasiliteer. Hoeronderwys institusies het 'n verantwoordelikheid om beleid en programkurrikula te voorsien wat interkulturele dialoog verskans wat spreek tot die behoeftes van diverse gemeenskappe, veral die wat voornemende onderwysers voorberei. Die navorsing stel die konsep globale onderwysgemeenskappe voor om by te dra tot die vorming van institusies wat geleenthede skep vir studente om interkulturele begrip te oefen en vaardig daarin te word. Die navorsing stel elemente van interkulturele onderwys voor wat kan dien tot die bevordering van dialogiese betrokkenheid in interkulturele onderwys, kommunikasie en opleiding. 'n Gevallestudie van 'n vierjaar voordiens algemene onderwysprogram (BEd Algemeen) by die Universiteit van Stellenbosch was ondemeem vir spore van en om die voorkoms van interkulturele onderwys in oenskou te neem. Data is versamel deur middel van 'n getrianguleerde dokument analise, onderhoude en vraelyste. Die navorsing kyk na 'n metaforiese analogie waarin waarderende ondersoek, mag-met, en elemente van interkulturele onderwys gebruik is. Vir die analise van die data is kwalitatiewe strategiee gebruik, wat klassifikasie en kategorie konstruksie in kombinasie met verbeeldingsryke variasie en heuristiese ondersoek insluit. Die bevindings toon dat temas van interkulturele onderwys uitdrukking vind of verskyn in aspekte van die programuitkomste, verskillende module aanbiedings, en onderwys praktyke en benaderings van die BEd Algemeen kurrikulum. Terwyl ook bevind is dat interkulturele onderwys nie werklik in die pedagogie en praktyk van die program figureer nie, toon die interpretasie talle geleenthede om interkulturele praktyk te vestig en tot uitdrukking te bring. 'n Ander faset van die navorsing het getoon dat studente en lektore kollektief nie bekend is met die konsep van interkulturele onderwys nie, en dat dit nie onderskei kon word van multikulturele nie. Boonop, het studente se begrip en gevoelens 'n neiging tot verset teenoor temas van kulturele diversiteit getoon. Die bevindinge suggereer 'n behoefte aan die insluiting van strategiee om interkulturele bewussyn te verhoog. In die lig van die Universiteit van Stellenbosch se planne om te internasionaliseer, hou die bevindinge kritiese implikasies en aanbevelings in vir die inkorporasie van interkulturele pedagogie en praktyk in die metodologiese raamwerk van die BEd Algemeen-program. Dit stel die ontwikkeling van modules in interkulturele onderwys en praktyk voor deur die gebruik van Hammer en Bennett se (1998,2002) Intercultural Development Inventory (IDI).

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: In a post apartheid South African educational environment, learners’ academic achievement is generally seen as a barometer of the quality of education in schools. The low academic performance of black learners has contributed to an overall, but narrow and decontextualised view, that these learners generally produce poor results because of something inherently wrong with their abilities to learn. Educational research has hitherto focused on unproblematized pedagogical approaches that result in narrow and decontextualized, functionalist views that working class learners’ learning is problematic. What is less known are the challenges that working class learners have to face on a daily basis as they try to navigate deeply constraint lived spaces of their homes, communities and schools in their quest to realise their educational goals. The study explores selected working class high school learners’ navigation and mediation practices as they engage with their schooling over different spaces of their rural town. I assert that these learners have the ability to shift their habitus just enough to enable them to stay on course in their quest for educational achievement and a better future. I argue that, through the optimal utilisation of available resources in their lived spaces and the strategic deployment of embodied adaptive practices, these youth develop a ‘self-schooled’ habitus that enable them to re-imagine their daily realities and aspire to better futures despite their adverse living conditions. In order to study these learners’ habitus adaptations, I utilise Bourdieu’s theoretical lenses of field, capital and habitus to argue that the youth in this study are not mere passive recipients of global influences and changing environments, but active agents in the shaping of their local realities. Through ethnographic study I explore the self- schooled navigation practices that these youth employ to help them mediate between the structural reproductive influences of their educational environments and their educational aspirations. The thesis is motivated by the position that qualitative research can offer a view of the intersections of fast changing macro-community processes and young people’s micro-lived educational dimensionalities. / AFRIKAANSE OPSOMMING: In ´n post-apartheid Suid-Afrikaanse onderwysopset word leerders se akademiese prestasies oor die algemeen beskou as die maatstaaf van kwaliteit in skole. Die lae akademiese prestasie van veral werkersklas- leerders in die land dra by tot ´n hegemoniese, maar nou en gedekontektualiseerde siening dat werkersklas-leerders oor die algemeen swak uitslae oplewer omdat daar iets inherent verkeerd is met hul leervermoeëns. Opvoedkundige navorsing in Suid-Afrika sentreer hoofsaaklik rondom onuitgedaagde pedagogiese benaderings wat werkersklas-leerders se leervermoëns as problematies sien. Wat minder bekend is, is die uitdagings wat werkersklas-leerders op ´n daaglikse basis moet trotseer soos hulle probeer om deur die verskillende leefruimtes van hul ouerhuise, gemeenskappe en skole te navigeer in die nastrewing van hul opvoedkundige aspirasies. Hierdie studie eksploreer geselekteerde werkersklas-hoërskoolleerders se navigering en mediëringspraktyke soos hulle omgaan met hul skoling oor die verskillende ruimtes van hul landelike dorp. Ek asserteer dat hierdie leerders hul aspirasies lewend hou deur hul habitus sodanig te verskuif dat dit hulle aan koers hou deur die skool. Ek argumenteer dat hierdie jeugdiges, deur die maksimalisering van hul leefruimtes en die strategiese ontplooiing van beliggaamde aanpassingspraktyke, ´n selfgeskoolde habitus ontwikkel wat hulle in staat stel om ´n beter toekoms te ‘sien’ en struktureel-reproduktiewe ruimtes te transendeer. Om hierdie studente se habitusaanpassing te verken, maak ek in hierdie studie gebruik van Bourdieu se teoretiese lense van veld, kapitaal en habitus om te argumenteer dat die jeugdiges in hierdie studie nie net passiewe ontvangers is van globale invloede en snel-veranderende omgewings nie, maar aktiewe meemakers in die vorming van hul plaaslike realiteite. Gebaseer op ´n etnografiese studie, eksploreer ek die selfgeskoolde navigeringspraktyke wat hierdie jeugdiges ontplooi om hulle te help om tussen die strukturele reproduktiewe invloede van hul opvoedingsomgewings en hul eie opvoedkundige aspirasies te medieer. Hierdie tesis is gemotiveer deur die posisie dat kwalitatiewe navorsing ´n siening kan bied van die interseksies van snel-veranderende makro-prosesse en jongmense se mikro-beleefde opvoedkundige dimensionaliteite.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This dissertation argues that women on the African continent experience moments of internal exclusion in higher education discourses. Although women are statistically represented in higher education discourses, they remain subjected to internal exclusion on the grounds that their contributions are evidently unsubstantive. Through a conceptual analysis of women’s experiences of African higher education, the study reveals that internal exclusion can be attributed to patriarchy, male chauvinism, authoritarianism and a gendered view of equality, mostly generated in people’s social, political and cultural practices. I contend that a ‘non-gendered’ ethics of care can undermine the debilitating effects caused by the internal exclusion of women in higher education discourses. By examining the implications of a reconstituted ethics of care for teaching and learning at higher education institutions on the continent, the study offers some ways in which exclusionary higher education practices can be remedied. This dissertation contends that, if higher education in Africa were to halt the dilemma of internal exclusion and move towards engendering a reconstituted ethics of care, both conceptually and pragmatically, then it stands an authentic chance of cultivating compassionate, imaginative and responsible citizens who can reason, not only for themselves, but for humanity as well. / AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat vrouens op die vasteland van Afrika momente van interne uitsluiting ondervind. Alhoewel vrouens statisties goed verteenwoordig is in hoër onderwys diskoerse, bly hulle steeds onderhewig aan interne uitsluiting op grond daarvan dat hulle bydrae nie genoegsaam geag word nie. Gegrond op 'n konseptuele analise van die wedervaringe van vrouens in hoër onderwys in Afrika, bevind hierdie studie dat interne uitsluiting van vrouens toegeskryf kan word aan patriargie, manlike chauvinisme, outoritarisme, en 'n geslagsblik van gelykheid wat meestal aanslag vind in mense se sosiale, politieke en kulturele praktyke. Ek voer aan dat 'n nie-geslagtelike etiek van sorg die verlammende effekte van interne uitsluiting van vroue in hoër onderwysdiskoerse kan ondermyn. Die studie stel maniere voor hoe uitsluitende hoër onderwys praktyke beredder kan word deur 'n ondersoek van die implikasies van 'n rekonstruksie van 'n etiek van sorg aan hoër onderwys instansies op die vasteland. Hierdie proefskrif voer aan dat as hoër onderwys in Afrika die dilemma van interne uitsluiting wil stuit en dan konseptueel en pragmaties wil beweeg na 'n rekonstruksie van 'n etiek van sorg, daar dan 'n outentieke kans kan bestaan om verantwoordbare burgers te kweek wat deernisvol is, wat verbeeldingryk is, en wat nie alleen vir hulleself kan redeneer nie, maar ook vir die mensdom.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This dissertation argues that teacher education and development policy lacks an explicit philosophy of education and a responding pedagogy that would promote transformation. Through a conceptual analysis of teacher education and development, the study points to a deficit in philosophical underpinning that calls for an inquiry into ontology − ways of being, and epistemology − ways of knowing to contribute to critical citizenship. I contend that it is in a Freirean philosophy of education and a pedagogy of hope that teacher education praxis establishes the notion of a teacher as an unfinished being. This dissertation contends that for this to become established practice, the authority of educators, teachers and learners, and their status as subjects of their own learning and teaching, have to become part of the reflexive praxis. A pedagogy of hope constitutes the unleashing of the emancipatory potential of a teacher as an agent of democratic change, authority and reflectiveness. In line with the National Development Plan and the Vision for 2030, and in order to make an impact on society, I suggest an agenda for mass-based dialogue for the re-orientation of current teacher education policy. / AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat beleid ten opsigte van onderwyseropleiding en -ontwikkeling nie eksplisiete opvoedingsfilosofie en ‘n ooreenstemmende pedagogie wat transformasie voorstaan, openbaar nie. ̓n Konseptuele analise van onderwyseropleiding en -ontwikkeling wys op die afwesigheid van ̓n filosofiese onderbou, wat vereis dat ’n ondersoek van ontologie, as wyses van wees of bestaan, en epistemologie, as wyses van weet of met kennis omgaan, tot kritiese burgerskap kan bydra. Ek gaan van die veronderstelling uit dat dit in ̓n opvoedingsfilosofie en ̓ isn pedagogie van hoop, soos deur Freire voorgestel, dat onderwyserpraksis die idee kan vestig van ̓n onderwyser as “onklare/onvoltooide wese”. Die proefskrif gaan verder van die veronderstelling uit dat om hierdie idee as praktyk te vestig, die outoriteit van die opvoeders, onderwysers en leerders en hulle status as onderwerpe van hulle eie leer en onderrig, deel moet word van hul refleksiewe praktyk. ̓n Pedagogie van hoop behels die ontketening van die emansipatoriese potensiaal van die onderwyser as agent vir demokratiese verandering, outoriteit en reflektiwiteit. In ooreenstemming met die Nasionale Ontwikkelingsplan en die Visie vir 2030, stel ek voor dat om ̓n impak op die samelewing te kan maak, ons ̓n agenda vir massagebaseerde dialoog ter bevordering van die reoriëntering van huidige onderwysopleidingsbeleid moet onderneem.