Thesis (MEdPsych)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: In the literature on research about children with disabilities, special education and inclusion, the voices of the children with disabilities are seldom heard. Historically research about disability and children has been framed within the medical or charity models of disability with prolific accounts of characteristics and treatment of disability, where professionals and caregivers respond on their behalf. In this case study the views are elicited of two ten-year old learners who are at a school for learners with special educational needs. They are invited to represent their experiences of both mainstream and special schooling, friendship, family and disability. The case study is a participatory research project, located within an interpretivist paradigm, influenced by the social model of disability and a feminist perspective. It makes use of a purposive sampling technique, interviews, observations and school documents and records. The interviews are mainly used to reflect the views of the learners on the life areas of schooling, friendship, family and disability. The learners are regarded as the insiders and seen as fit to represent their own meanings, and thereby make a contribution to the field of intellectual disability and childhood. / AFRIKAANSE OPSOMMING: In die literatuur wat handelaar gestremde kinders, spesiale onderwys en inklusiwiteit, word die stemme van die gestremde kinders self nie dikwels gehoor nie. In die verlede is navorsing oor gestremdheid en kinders binne die raamwerk van mediese of welsynsmadelle van gestremdheid geplaas, wat aanleiding gegee het tot baie verslae oor die eienskappe en behandeling van gestremdhede, met professionele persone en versorgers wat namens die kinders praat. In hierdie gevallestudie word die menings van twee tienjarige leerders gevra. Hulle woon 'n skool vir leerders met spesiale leerbehoeftes by. Hulle is uitgenooi om hulle ervarings van beide hoofstroom- en spesiale onderwys, vriendskap, familielewe en gestremdheid weer te gee. Die gevallestudie is 'n deelnemende navorsingsprojek wat binne die interpretiewe paradigma hanteer is en wat deur die sosiale model van gestremdheid en 'n feministiese perspektief beïnvloed is. Dit maak gebruik van 'n doelbewuste selekteringstegniek, onderhoude, waarnemings en skooldokumente en -rekords. Die onderhoude word hoofsaaklik gebruik om die leerders se idees oor skool, vriendskap, familie en gestremdheid te weerspieël. Die leerders word gesien as die kundiges wat bevoeg is om hulle eie menings weer te gee, om sodoende 'n bydrae te kan maak tot die veld van intellektuele gestremdheid en kindwees.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / Bibliography / AFRIKAANSE OPSOMMING: Die verskynsel van hakkel word omgewe deur persoonlike belewenisse wat bydra tot die vorming van die selfkonsep van iemand wat hakkel. Die toenemende soeke na die oorsake, "behandeling" en "genesing" van hakkel lei waarskynlik tot die onderbeklemtoning van die wyse waarop die persoon sin maak van sy of haar hakkel. Holistiese ondersteuning fokus egter nie slegs op die hantering van hakkel nie, maar ook op die positiewe integrasie van hakkel in iemand se selfkonsep – ongeag die pyn of hartseer wat daarmee geassosieer word. Om dit te kan doen, word kennis benodig van die wyse waarop die verskillende dimensies van die persoon se selfkonsep tot uitdrukking kom. Die doel van hierdie studie was tweeledig van aard. Eerstens het dit gepoog om die selfkonsep van studente wat hakkel te verken en te beskryf deur middel van hulle belewing daarvan ten opsigte van die verskillende dimensies van die selfkonsep. Dit het aanleiding gegee tot 'n ruimer begrip van die wyse waarop die selfkonsep van die betrokke studente manifesteer in verskillende verhoudings. Tweedens het die studie ten doel gehad om meer holistiese wyses van ondersteuning te identifiseer en wat gevolglik gelei het tot die identifisering van sodanige ondersteuning binne die terapeutiese sowel as die onderrig- en leeromgewings. Ten einde hakkel as 'n menslike hoedanigheid te verstaan en te verduidelik, word van 'n kwalitatiewe benadering tot navorsing gebruik gemaak. Dit word ondersteun deur gefundeerde teorie as gekose navorsingsontwerp wat die induktiewe wyse van datagenerering en -analise beklemtoon. Die metodes van navorsing ten opsigte van datagenerering sluit in individuele onderhoude en 'n fokusgroep. Data is geanaliseer deur gebruik te maak van die konstante vergelykende metode. Die verkenning van die studente se selfkonsep op hierdie wyse het uiteindelik tot die identifisering van enkele determinante ten opsigte van intra- en interpersoonlike funksionering aanleiding gegee. Die twee prosesse van heling en verwonding betrokke in die vorming van die studente se selfkonsep illustreer hoe verhoudings tot die ondersteuning of selfs stigmatisering en gevolglike uitsluiting van hierdie studente bydra. iv Die verkenning van die verskillende dimensies van die selfkonsep van studente wat hakkel het die volgende aan die lig gebring: Dat die selfkonsep dien as uitdrukking van die studente se verband met hakkel op die drie verskillende vlakke van sielkundige funksionering, naamlik die: - Kognitiewe vlak: vervreemding van die outentieke self, persoonlike waarhede, transendensie en kongruensie - Affektiewe vlak: psigiese verwonding - Konatiewe vlak: kompensasie, isolasie en projeksie Spesifieke terapeutiese benaderinge kan moontlik heling bevorder by die student wie se selfkonsep broos blyk te wees weens die verwonding wat soms met hakkel gepaard gaan. Dit kan waarskynlik as 'n voorafgaande raamwerk dien vir die ontwikkeling van 'n enkele, meer omvattende behandelingsplan ter bevordering van 'n positiewe selfkonsep. Toeganklikheid ten opsigte van akademiese deelname vir studente wat hakkel behoort bevorder te word in 'n veilige en nie-bedreigende onderrig- en leeromgewing. Spesifieke wyses van ondersteuning in die konteks van die Universiteit Stellenbosch is voorgestel. Die uitsluiting van studente wat hakkel weens stigmatisering bring psigiese verwonding mee, wat gevolglik bydra tot die wyse waarop die student se selfkonsep tot uitdrukking kom. As navorser vertrou ek dat hierdie studie sal bydra tot 'n ruimer begrip van die selfkonsep van studente wat hakkel. Op so 'n wyse kan Opvoedkundige Sielkunde as vakgebied 'n agent van verandering wees, deurdat dit krities-reflekterende denke ten opsigte van die holistiese ondersteuning van studente wat hakkel, aanmoedig. Die teoreties gefundeerde gevolgtrekkings en aanbevelings in hierdie tesis kan dien as kennisraamwerk vir toekomstige navorsing op hierdie gebied. / ENGLISH ABSTRACT: The phenomenon of stuttering encompasses personal experiences that contribute to the forming of the self-concept of somebody who stutters. The increased search for the causes, "treatment" and "curing" of stuttering probably leads to underemphasising the manner in which the person makes sense of his or her stuttering. However, holistic support focuses not only on dealing with stuttering, but also on the positive integration of stuttering in someone's self-concept – regardless of the pain or distress associated with it. To be able to do this, knowledge about the manner in which the various dimensions of the person's self-concept are expressed, is required. The aim of this study was of dual purpose. Firstly it attempted to explore and describe the self-concepts of students who stutter by means of their experiences of stuttering with regard to the different dimensions thereof. This has lead to a better understanding of the way in which the self-concept of the students concerned becomes manifested in different relationships. Secondly this study aimed to identify more holistic ways of support which has lead to the identification of such ways in both the therapeutic and teaching and learning environments. To understand and explain stuttering as a human quality, a qualitative approach to research is used. It is supported by grounded theory as selected research design, which emphasises the inductive method of data generation and analysis. The methods of research with regard to data generation include individual interviews and a focus group. Data is analysed by using the constant comparative method. Exploring the students' self-concepts in this way eventually led to the identification of a few determinants with regard to intra- and interpersonal functioning. The two processes of healing and suffering involved in students' self-concepts illustrate how relationships contribute to the support or even stigmatisation and consequential exclusion of these students. The exploration of the different dimensions of the self-concept of students who stutter brought the following to light: That the self-concept serves as a manifestation of the students’ relationship with stuttering on the three different levels of psychological functioning, namely the: vi - Cognitive level: alienation of authentic self, personal truths, transendence and congruency - Affective level: psychological distress (suffering) - Conative level: compensation, isloation, projection Specific therapeutic approaches can possibly enhance healing in the student whose self-concept seems to be brittle due to the psychological distress or suffering that sometimes goes with stuttering. It can probably serve as a preliminary framework for developing a single, more comprehensive treatment plan to enhance a positive self-concept. Accessibility with regard to academic participation for students who stutter should be enhanced in a safe and non-threatening teaching and learning environment. Specific ways of support in the context of the Stellenbosch University are suggested. The exclusion of students who stutter due to stigmatisation causes psychological suffering, which consequently contributes to the manner in which the student's self-concept is expressed. As a researcher, I trust that this study will contribute to a broader understanding of the self-concept of students who stutter. In such a way, Educational Psychology as a subject field could be an agent for change by supporting critical-reflective thinking with regard to the holistic support of students who stutter. The theoretically grounded conclusions and recommendations in this thesis could serve as a framework of knowledge for future research in this field.

Thesis (MEd)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Education a Training forms such an integral part of the community that it can never remain unaffected by the fundamental impact of the transformation taking place within a democratising new South Africa. The transformation of the education processes is also consistent with international trends. The drift towards decentralisation, away from the rigid formal structures and systems of the old dispensation, and the crumbling of boundaries to create a freer and more flexible dispensation, are also indicative of postmodernist thinking. This study has found that technical colleges, throughout their complex history, have admirably withstood and repelled the onslaughts on their right to exist, and that they have indeed managed to strengthen their indispensable position in the education and training system of South Africa. In spite of the wealth of instructional and training opportunities in the local and global market, colleges once again find themselves at a new crossroad with the restructuring of the South African Education system as a whole. These changes, which embrace all levels and areas of technical colleges, are also typical of a postmodernist view and include, inter alia, the following: control and management, funding, level of programmes that ought to be offered, curriculum, composition of staff corps, instructional approach, evaluation and admission policy. The only constant in most cases are the physical facilities and buildings. The nature and extent of the changes has placed the colleges at the centre of a tangle of confusion. The lack of leadership on the part of the provincial education departments and the lack of involvement of the business sector only add to the anxiety and unanswered questions at colleges. The researcher has found that technical college have enormous potential and a central role to fulfil in the development of future human resources in South Africa. Policy-makers should, therefore guard against introducing restrictive measures that would limit the focus of the colleges to the FET level. It would hamper the articulation of learners, thwart the approach of providing 'seamless education', and constrain the development of existing qualities. For once in the history of education in South Africa, there is an urgent need for policy-makers and those responsible for implementing such policies to give their undivided attention to this 'orphan', who has such a vital role to play in the economy and educational system of South Africa. / AFRIKAANSE OPSOMMING: Onderwys en Opleiding vorm so 'n integrale deel van die samelewing dat dit nooit onaangeraak kan bly tydens die ingrypende impakte van die transformasie in die nuwe demokratiserende Suid-Afrika nie. Hierdie onderwystransformasieprosesse reflekteer ook internasionale tendense. Die neiging na desentralisasie en weg beweeg van ou (formele) strukture en stelsels en afbreek van grense na 'n vryer en losser bestel, weerspieel ook die postmoderne denke. Die studie het bevind dat tegniese kolleges merkwaardig deur die geskiedenis heen, die aanslae teen hul bestaansreg in die beroepsonderwys weerstaan en hulonmisbare posisie in die Onderwys en Opleidingsisteem van Suid-Afrika versterk het. Ten spyte van die rykdom van onderrig- en opleidingsgeleenthede in die plaaslike en globale mark, bevind kolleges hulselfweer by 'n nuwe kruispad met die omvattende herstukturering van die hele Suid-Afrikaanse Onderwyssisteem. Die veranderinge, wat alle vlakke en terreine van tegniese kolleges omsluit, is ook tiperend van 'n postmoderne siening en sluit, onder andere, die volgende in: die beheer en bestuur, befondsing, vlak van programme wat aangebied behoort te word, kurrikulum, samestelling van die personeelkorps, onderrigbenadering, evaluering en toelatingsbeleid. Die enigste konstante in die meeste gevalle is egter die fisiese fasiliteite en geboue. Die aard en omvang van die veranderinge plaas tegniese kolleges tans binne 'n warboel van onsekerhede. Die gebrek aan leiding deur die provinsiale onderwysdepartemente en die onbetrokkenheid van die besigheidsektor, dra by tot die bekommernisse en onbeantwoorde vrae by kolleges. Die navorser het bevind dat die tegniese kolleges geweldige potensiaal het en'n kernrol het om te vervul in die toekomstige menslike hulpbronontwikkeling in die land. Beleidmakers moet daarteen waak dat beperkende maatreels van die kolleges se fokus slegs tot 'n VOO-vlak. Dit kan die artikulasie van leerders, markgedrewenheid, die voorsiening aan bestaande behoeftes, die benadering van 'seamless education' en die uitbou van bestaande kwaliteite negatiefbenadeel. Daar bestaan 'n dringende behoefte dat die onderwysbeleidmakers en -implementeerders vir een keer in die geskiedenis van onderwys in Suid-Afrika onverdeelde aandag aan hierdie 'weeskind' wat 'n belangrike rolspeler in die onderwys en ekonomie is, sal gee.

Thesis (MEd) -- University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This study looks at the structural and conceptual trends underlying the development of outcomes-based education. Part of the democratisation process of South African education involves the introduction of a system of outcomes-based education (OBE) in South African schools. Proponents of OBE claim that it constitutes a radical break from the previous apartheid education system. For this reason OBE is viewed as a transformational perspective on the curriculum. Viewed against this backdrop OBE strives to guarantee success for all learners; to empower learners in a learner-centred environment thus creating a critical, investigative, creative, problem-solving, communicative future-orientated citizen (Department of Education 1997:10). However, after doing an analysis and an interpretation of the White Paper on Education and Training (1996), it appears as if OBE with its "fixed" outcomes has a tendency to manipulate and control learners. The analysis shows that OBE stifles learners' critical, investigative, creative and problem-solving ability. The study also reveals that as a result of globalisation there is a global discourse on knowledge production which assumes that unless our system of education conforms with this global reality, our education could be considered as being of an inferior quality. The findings of the research suggest that OBE with its fixed outcomes cannot engender transformation on its own. Rational reflection, creativity and imagination need to be imbedded in practices of teaching and learning. By doing this, OBE could offer transformative opportunities for school communities at large. / AFRIKAANSE OPSOMMING: Hierdie studie poog om die strukturele en konseptuele tendens onderliggend aan die ontwikkeling van UGO (Uitkomsgebaseerde onderwys) te ondersoek. Die bekendstelling van 'n UGO model in skole word gesien as deel van die demokratiseringsproses wat binne die Suid-Afrikaanse onderwysstelsel plaasvind. Ondersteuners van UGO is dit eens dat UGO radikaal wegbeweeg van die apartheidsonderwysstelsel. Om hierdie rede word UGO dus gesien as 'n transformatoriese perspektieftot die kurikulum. Teen hierdie agtergrond streef UGO daama om sukses te waarborg vir alle leerders in 'n leerlinggesentreerde omgewing. Op die manier wil UGO 'n kritiese, ondersoekende, skeppende, probleemoplossende, kommunikatiewe en toekomsgerigte landsburger skep. Nadat daar egter 'n analitiese studie van die Witskrif vir Onderwys en Opleiding (1996) gedoen is wil dit tog voorkom asofUGO eerder daarop gemik is om leerders te manipuleer en te beheer. Trouens, die huidige diskoers oor kennisproduksie aanvaar dat indien 'n land se opvoeding nie die realiteit van globalisasie in ag neem nie word dit as minderwaardig beskou. Die bevindinge van die navorsmg stel voor dat UGO, met sy vaste uitkomste, wemige verandering alleen kan meebring. Daar word dus aan die hand gedoen dat indien rasionaliteit, kreatiwiteit en verbeeldingrykheid deel sou vorm van onderwys en leer dit op so 'n manier uitkomste kan komplementeer en sodoende betekenisvolle transformasie in die onderwys kan bewerkstellig.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: There are many new developments in the field of schooling. Some of these developments - school based management, new curriculum developments and devolution of control to the school level have brought with it policy changes. Many educational leaders are struggling to keep pace with these changes that are taking place in the management of education. Others are struggling against the changes, while possibly not fully understanding the dynamics of these changes. In a time of rapid political and social change, the need for spelling out the concomitants of educational leadership has become both necessary and essential. Planned quality intervention by the state has completely underestimated the lack of managerial competencies among educational leaders. Quality in leadership is not a luxury item in educational transformation, changes in leadership are in fact central to instilling the democratic values and principles which underpin the new educational policies. There must also be a comprehensive strategy which addresses educational leadership as a school-wide intervention. There needs to be a more coordinated effort between provincial education departments and schools to bring their collective resources to bear on school quality change; but the process must be prioritised and co-ordinated by the state. This assignment seeks to establish what challenges and constraints educational leaders face in their attempts to effect transformation in South Africa. It details the daily strategies and plans used by educational leaders as they go about running their schools. Strategic opportunities in the policy field should be harnessed to drive education quality improvements. It is vital to link in-service development to policy implementation. Ultimately the monitoring and evaluation system in place must track the impact of the changes more carefully. This would allow departments to define future poiicies and programmes based on informed choices about which quality interventions make a difference. This is critical since the evidence shows that most changes have not always resulted in the planned leadership improvements. There is no reason for this trend to continue as this research shows that many schools have considerable advantages working in their favour: a relatively stable schooling infrastructure, a growing corps of qualified educational leaders and a policy environment in which there is optimism about change and transformation in the school sector. / AFRIKAANSE OPSOMMING: Daar is huidiglik vele nuwe ontwikkelinge in die onderwysstelsel. Sommige van die ontwikkelinge: skool - gebaseerde bestuur, nuwe kurrikulum ontwikkelinge en die afwenteling van bestuur na skoolvlak, het verskeie beleidsveranderinge meegebring. Vele onderwysleiers vind dit problematies om tred te hou met die veranderinge in die bestuur van opvoeding. Ander weer, toon 'n weerstand teen die veranderinge, moontlik omdat hulle nie die dinamika van die verandering verstaan nie. In 'n tyd van politieke en sosiale veranderinge, is dit belangrik en noodsaaklik om gepaardgaande verskynsels van onderwysleierskap na vore te bring. Beplande bevoegde toetredings van die staat het die tekorte aan bestuursbekwaamheid van onderwysleiers heeltemalonderskat. Bevoegdheid in leierskap kan nie geag word as 'n luukse item in onderwystransformasie nie. Veranderinge in leierskap is inderdaad sentraal tot die vaslegging van die demokratiese waardes en beginsels wat die nuwe onderwysbeleidsverklaringe ondersteun. Daar moet 'n allesomvattende strategie en -toetreding wees, wat onderwys leierskap as 'n skool aangeleentheid aanspreek. Daar word 'n skool gekoordineerde poging tussen provinsiale onderwysdepartemente en skole benodig om hulle kollektiewe hulpbronne toe te wy aan skoolkwaliteitsveranderinge, maar die proses moet deur die staat gekoordineer en goedgekeur word. Hierdie werkstuk poog om te bepaal watter uitdagings en beperkinge opvoedkundige leiers in die gesig staar in hul pogings om by te dra tot tranformasie in Suid-Afrika. Die strategieë en metodes wat deur opvoedkundige leiers gebruik, word in die daaglikse bestuur van instellings, word gespesifiseer. Dit is belangrik om onderwysontwikkeling aan beleidsimplementering te koppel. Die monitering en evalueringstelsels wat in plek is, moet noodwendig tred hou met die gevolge van die veranderinge. Dit sal toelaat dat departemente hul toekomstige beleide en programme, op ingeligte en kwaliteitstoetredings baseer, wat 'n verskil maak. Dit is krities, want bewyse dui aan dat veranderinge nie altyd in die beplande leierskapverbeteringe eindig nie. Daar is geen rede vir die veloop van gebeurtenisse nie, want die studie wys dat die skole aansienlike voordele in hul guns het: 'n betreklike stabiele skoolinfrastruktuur; 'n groeiende komponent van onderwysleiers, en 'n beleidsomgewing waarin daar optimisme oor veranderinge en transformasie in die opvoedingssektor is.

Thesis (MEd)--University of Stellenbosch 2002. / ENGLISH ABSTRACT: The transformation of education in South Africa has provided broader and better opportunities to school communities to make more purposeful and effective changes to the culture of learning. The primary focus of this research is to accentuate the importance of school policy and its role in the management structure of the school. The new South African Schools Act (1996) allows for greater parent involvement, responsibility, power and rights. Consequently the governing body has been allocated decision-making powers regarding school policy formulation. A literature study to discuss the broad concept of educational policy and related concepts such as education system, governance and school policy, was undertaken. There was a specific focus on three policy areas, namely admission policy, discipline policy and uniform policy as well as the formulation of policy in schools. Empirical research was done at six selected schools through unstructured interviews with the persons concerned to collect the data. Policy gives direction, serves as a point of departure and gives power to the organisation. Written policy documents were absent at most of the schools due to the fact of insufficient training in policy formulation. Recommendations from the literature study could be useful to schools in fulfilling their needs. Key words: School policy; School management; Governance; Admission policy; Discipline policy; Uniform policy. / AFRIKAANSE OPSOMMING: Die transformasie van die onderwysstelsel in Suid-Afrika bied groter en beter geleenthede vir skoolgemeenskappe om doelgerigte en effektiewe veranderinge aan die leerkultuur te maak. Die primêre doel van die navorsing is om die belangrikheid van skoolbeleid en die rol wat dit speel in die bestuurstrukture van die skool, te beklemtoon. Die nuwe Suid-Afrikaanse Skolewet (1996) het groter ouerbetrokkenheid, verantwoordelikheid, regte en magte verleen, met ander woorde die beheerliggaam het besluitnemingsbevoegdhede rakende die skool ten opsigte van beleidsformulering. 'n Literatuurstudie om die oorkoepelende begrip onderwysbeleid te bespreek en aanverwante begrippe soos, onderwysstelsel, beheer en skoolbeleid te verduidelik, is onderneem. Daar was spesifiek gelet op drie beleidsareas naamlik: toelatings, dissipline en uniformbeleid asook die formulering van 'n skoolbeleid. Die beIeidsareas is bespreek aan die hand van riglyne uit die Skolewet en die ontleding van data wat verkry is uit die ondersoek. 'n Empiriese ondersoek is by ses geselekteerde skole gedoen en die nodige data is deur ongestruktureerde onderhoudvoering met belanghebbendes bekom. Beleid gee rigting, dien as 'n vertrekpunt en gee mag aan 'n organisasie. Geskrewe beleidsdokumente het by meeste van die skole ontbreek en dit kan toegeskryf word aan 'n tekort aan opleiding in die formulering van skoolbeleid. Aanbevelings uit die literatuur kan deur die skole gebruik word indien dit die skool se behoefte bevredig. Sleutelwoorde: Skoolbeleid; Skoolbestuur; Beheer; Dissiplinebeleid; Toelatingsbeleid; Uniformbeleid.

Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In the light of the emphasis on the decentralization of school management in South Africa, the empowerment of all role players to be involved in decision-making has became crucial. My concern is with the experience of the process of empowerment by leaders in education. The implications of empowerment or the lack there-off for the school culture and climate, as well as the underlying role played by the leadership approach of educational leaders, are examined. By engaging in an interpretative analysis of data (questionnaires which contains the views of various role players) I examined the relationship between empowerment, school culture and climate, as well as transformational leadership. Empowerment is not a simplistic concept which is clear from the mutual coherence between the school culture and climate and the particular role assumed by the transformational approach. The particular interaction between transformational leadership, empowerment and the school culture and climate implies greater clarity from all role players about the impact of empowerment. In this way participative management can realise in a spontaneous manner and can change be seen as a unique opportunity to improve teaching and learning. KEY WORDS Empowerment, school culture and climate and transformational leadership. / AFRIKAANSE OPSOMMING: In die lig van die klem op die desentralisasie van skoolbestuur in Suid-Afrika is die bemagtiging van alle rolspelers tot effektiewe deelname in besluitneming onontbeerlik. My besorgdheid is met die belewing van die proses van bemagtiging deur onderwysleiers. Die implikasies van bemagtiging of die gebrek daaraan vir die skoolkultuur en -klimaat, asook die onderliggende rol wat die leierskapbenadering van die onderwysleiers in die verband speel, is ook ondersoek. Verbind tot 'n interpretatiewe data-analise (vraelyste met die menings van verskeie rolspelers daarin vervat) het ek die verband tussen bemagtiging, skoolkultuur en -klimaat en transformatiewe leierskap ondersoek. Bemagtiging is nie 'n simplistiese begrip nie dit blyk onder meer uit die onderlinge samehang daarvan met skoolkultuur en -klimaat en die besondere rol wat die transformatiewe leierskapbenadering veronderstel. Die besondere wisselwerking tussen transformatiewe leierskap, bemagtiging en skoolkultuur en -klimaat vereis 'n groter duidelikheid by alle rolspelers oor die impak van bemagtiging. Sodoende realiseer deelnemende bestuur spontaan en word verandering as 'n besondere geleentheid beskou om onderrig en leer voortdurend te verbeter. SLEUTELWOORDE Bemagtiging, skoolkultuur en -klimaat en transformatiewe leierskap

Transforming society towards following an environmentally sustainable path will not be easy because it means a fundamental shift in thinking, values and actions of all institutions, communities and individuals worldwide. Education is the key to ensure that future generations of South Africans will be able to deliver the society envisaged by our Constitution. The formative years of the Foundation Phase are an ideal place for environmental education (EE) to begin. The purpose of this study was to explore conceptions of EE held by educators in the Foundation Phase at a primary school in KwaZulu-Natal. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

It has become increasingly apparent to those in the field of child protection that there has been considerable progress in the campaign to protect children from sexual abuse. The last three decades of the twentieth century saw a burgeoning of research into the phenomenon of child sexual abuse (CSA). There have been considerable advances in research at all levels ― epidemiology, aetiology, definition and recognition, pathogenesis, prognosis, treatment and prevention of CSA (Leventhal, 2003). Empirical research on CSA has gained currency over the years. Empirical research assumes that everyone knows and agrees on what CSA is. This ‘knowing’ of CSA has become so deeply embedded in language, culture, laws, policies, practices and institutions that some of these ideas have become accepted truths. Despite this sense of ‘knowing’ that many have in relation to CSA, the majority of children in the world still remain at risk and sexually abused children are fundamentally no better off today than they were 100 years ago. This study, therefore, raised questions concerning the knowledge most people have in relation to CSA, especially those with professional knowledge in particular fields related to it. The study examined professional knowledge about CSA as articulated through trained practitioners in particular fields related to it. It also raised questions concerning the epistemological origins of and the frames of reference underpinning their knowledge of CSA, the assumptions and judgements upon which their knowledge is based, and whether this knowledge best serves the interests of children in the twenty-first century. The underlying premise of the study is that the act of constructing CSA and creating knowledge about it is social and political. Representing a social problem in a particular way requires power. Professionals in a revered field of knowledge, such as education, health or the law, command power and are significant voices that contribute to our understanding of CSA. Fundamentally, this study focused on the discourses that six trained practitioners (three school counsellors, a chief medical officer, a social worker and a police official from the Child Protection Unit) in particular fields related to CSA in the Central Durban area utilised in their constructions of CSA, and what functions these discourses serve. In South Africa they form an integral part of the country’s inter-departmental initiatives (health, education, justice and the police service) in its integrated and multidisciplinary approach to preventing abuse. These practitioners are professionals in revered fields of knowledge, such as education, health and law, and are significant voices that contribute to our understanding of CSA. Knowledge of how they construct CSA is vital because their constructions circulate within the broader community, are supported by various institutions and become the official or normative understanding of CSA. Through the use of in-depth, open-ended questionnaires with these six purposively selected trained practitioners and the analysis of two CSA case documents from a hospital in the Central Durban area, the study addressed two pertinent questions: what discourses do trained practitioners in the field of CSA utilise in their constructions of CSA, and what functions do these discourses serve? The results suggest a complex interplay of dominant discourses that are based on bio-psychosocial and medico-legal constructs. The results also suggest that while the field of CSA is dominated by these deeply embedded discourses that often act as barriers to other ways of understanding CSA, trained practitioners also utilised unscientific and irrational orientations in understanding this complex phenomenon. Considering the findings, it is imperative that these epistemic gazes established by these dominant positions be challenged, grounded alternatives be provided that are consistent with the realities of CSA, and concerted efforts be made toward a paradigm shift in the way CSA is conceptualised, if we are to serve the best interests of children. Children surely deserve no less. / Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2011.

The issue of bullying in schools is an age old problem and it does not only occur in schools but even in the workplace. This study aims to explore the experiences of learners who witness bullying in schools and how this issue affects them psychologically, emotionally and academically. This was a qualitative study and data was collected through open-ended interviews and focus group discussions. Data for this study was collected from learners from grades eight to twelve, who had witnessed bullying. Interviews were audio taped, transcribed and analysed, and data was categorised into themes. The results of this study revealed that there were some psychological, emotional and academic problems that emanated from witnessing bullying. The trauma of watching bullying endangered the lives of the witnesses, psychologically and emotionally, meaning that it affected the way they reasoned out things. Some witnesses even pointed out that bullying compelled them to think with their hearts rather than with their minds. Ultimately, they made decisions that they regretted because they had taken those decisions when they were furious. The results also revealed that bullying negatively impacted on some learners’ academic performance. Their studies deteriorated and some ended up repeating a grade. The results of this study also revealed a lack of intervention by educators, parents and the Department of Education and more especially a lack of programmes that aimed at helping the witnesses. Witnesses of bullying in this study revealed that they were not given a voice about the issue of bullying, but seemed to be neglected despite the negative impact on them. When witnesses in this study watched bullying, their rights and freedom to think, behave acceptably and learn without disturbance were infringed upon. Witnesses in this study also proposed a number of effective and varied intervention methods. It is recommended that educators should be equipped with skills of dealing with witnesses in bullying. Witnesses should be exposed to strategies that would help in instilling assertiveness to them, so that they would have a hand in the struggle of eradicating bullying altogether in schools. Policies implemented by both the Department of Education and the school should be reinforced. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.