This study explored teachers‟ stories on race, racism and race relations at a primary school in KwaZulu-Natal. Internationally, race is a complex and challenging issue. A qualitative research design was used. The research methodology was narrative inquiry. Data was collected through individual interviews with 6 teachers: 3 females and 3 males. The participants were from three race groups designated as Indian, African and Coloured. The theoretical framing was Critical Race Theory and the theory of oppression. The study revealed the complex ways in which race and race relations play out at one desegregated school despite education legislation and policies that have been promulgated in South Africa to address racism at individual and institutional levels. The study identified key themes: who holds power?; „a monster that lurks in the dark‟; institutional racism at play; teacher emotionality and racism; and strategies of oppression, resistance and coping. A common experience that emerged is the exclusion and marginalisation of minority group teachers by the dominant group, evident in their everyday experiences at the school. Everyday racism is experienced by teachers as repetitive and accumulative, serving to maintain power in the school. The study revealed that the power of the dominant group is embedded in institution through the rules, norms and habits of the school. Institutional racism at the school allows those in power to limit opportunities and information to target groups. Teachers seem powerless in the face of institutional racism. Often oppressive practices reflect the intersection of race, gender, language and religion. This study highlighted that teachers take up multiple subject positions in the face of oppression. The stories of the teachers reflect that their experiences of racism and race relations at the school evoke strong emotions which include anger, hurt, fear, suspicion and vulnerability. This study contributes to the body of literature that has used Critical Race Theory to show how racism and race relations operate in schools. This study points to the need for further research into the de-racialisation of schools in South Africa in their various permutations. Research is needed to examine the complex ways in which teachers live, challenge and conceptualize racism in their individual, unique ways and within their situated contexts. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

This research sought to investigate middle management‟s roles in implementing the new curriculum at grade 10 -12 levels; it involved a small qualitative study of two schools in the KwaZulu-Natal midlands. At a policy level, the role of middle managers at school level in South Africa has changed. The transformation of the curriculum in South Africa placed a need in all spheres of the education system to be flexible and innovative in accepting change. In fact this need for change is mostly required by the middle management of the schools who bear the brunt of working with teachers and learners in implementing the new curriculum. Hence this qualitative study was undertaken to investigate their roles. In investigating the topic the following three questions were considered as of critical importance in understanding middle managers roles in the new curriculum. The first question explored middle managers‟ main roles in implementing the new curriculum. Secondly it explored how middle managers responded to the current reform process at the FET level, and lastly it investigated how middle managers intertwined assessment in implementing the new curriculum. The review of the literature focused on curriculum implementation internationally and locally and also explored the role of the middle managers as leaders and managers in the curriculum implementation process. The study took place in two rural schools and participants included four middle managers (three heads of department and one principal). Data were collected using semi-structured questionnaires and interviews. A selection of documents (planning and teaching documents) was also collected for analysis. In a nutshell analysis revealed that endeavours were made towards the planning process. There was a presence of the subject framework, work schedule and the lesson plan. This indicated that the initial process of designing the learning programmes was being done. However, data revealed that middle managers fulfilled a management rather than leadership function. Their roles consisted largely of curriculum implementation processes at the expense of curriculum innovation and change. Barriers included a lack of time for proper planning and innovation due to a full teaching load as well as a lack of training by the Department of Education in the area of curriculum development and innovation. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

In this study the experience of Zulu African mothers who have adolescents who are misbehaving in urban townships in Durban were identified and explored. A qualitative, descriptive, contextual and interpretive research design was used to capture the experiences of ten mothers whose adolescents are misbehaving. Data was collected by means of individual semi-structured interviews as well as feedback and collaboration with the mothers. Data was analysed using Tesch’s eight steps of data analysis, through which, four themes emerged. Themes are clustered around the support of mothers’ perceptions of themselves, mothers’ fearful emotional responses and mothers’ suggestions on managing adolescents who are misbehaving. The strongest themes that emerged, which were reported by all the mothers were family support, despair and worry. Mothers mentioned that they experienced lack of support from their extended families, schools and other structures in helping them deal with their experiences. Mothers also mentioned feelings of worry about their children’s life, and despair in relation to not knowing what to do or who to turn to for help. Guidelines and strategies in the form of recommendations are made to assist mothers in managing their adolescents who are misbehaving and also to facilitate adolescents in gaining parenting skills in schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

In South Africa, HIV and AIDS is a crisis particularly for young women between the ages of 15-24. HIV and AIDS is gendered disease and its spread is heterosexual. The effects of the disease have led to an increasing examination of what sexual and gendered identities mean for young people. Using individual and focus-group interviews, this study explores young people’s sexual cultures amidst the backdrop of HIV and AIDS. It focuses on the ways in which young Indian men and women (aged 16-17) in a low to middle income context in Chatsworth, Durban, construct heterosexual relationships. The study explores how this selected group of learners navigate themselves as sexual subjects in the context of sexual passions and sexual risk. The study focuses on relationship cultures, sexual risk and the ways in which gender is constructed in heterosexual relationships. Currently we know very little of young people’s heterosexual relationships and in particular, we know very little of young Indian sexualities. In the context of sexual risk taking and broader concerns about sexual health, young people’s perceptions about sex and sexuality are important. Insight into how the youth understand gender and sexuality is necessary for addressing educational strategies in sexuality education, Life Orientation and HIV/AIDS education in South Africa. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.

Nowadays, change becomes more and more a continuous basis of the educational systems for their improvement. People increasingly need to tackle and cope with their organisational environments which are complex and dynamic. However, the problem is to know how to move from the status quo to the situation wherein all stakeholders should work both individually and collaboratively as inquirers and learners to investigate and solve problems. My case study is located at the heart of this context. Its purpose was to investigate why and how the process of curriculum change was managed in the National University of Rwanda from 1995. In addition, it aimed to identify how the University community should come together to handle curriculum change as an ongoing feature of improvement, and as a learning organisation. This research was carried out through a triangulation of participant observation, documentary analysis and semi-structured interviews. Throughout my case study, I observed that orientations and needs for changing the curricula in the National University of Rwanda essentially stemmed from the situation inherited from the war, genocide and massacres undergone by the country in 1994. Furthermore, initiating curriculum change came from the top management, while the basic organ to deal with development and its implementation was the Department. I noted also that it is likely the National University of Rwanda focused more on changing curriculum frameworks than changing organisational habits, behaviours, values, skills and beliefs. Although the shift to the new culture is at the centre of a learning organisation, most of the time this aspect is left untouched in practice. As lecturers in a professional organisation such as the National University of Rwanda have the skills and control over their own work, I conclude that they are in a position to play a vital role to manage curriculum change, learn from it, help students and other stakeholders learn from and take part within it. / Thesis (M.Ed.)-University of Natal, Durban, 2001.

There are many family literacy programmes in countries such as England, United States of America and Australia. The programmes usually include both parents and children and are presented in different forms. In South Africa there are very few family literacy programmes of any sort. This is a case study of a family literacy programme in a deeply rural area of KwaZulu-Natal. The study presents information gathered from interviews with parents and teachers on their perception of early childhood literacy and their role in its development in their children. The study contains information on the interventions of the Family Literacy Project in an attempt to assess the impact these have had on the behaviour and attitudes of the parents and teachers. Tentative conclusions are drawn and suggestions offered for future research and action. The study includes a review of related literature. This, together with the findings of the study should contribute to the discussion of how relevant family literacy programmes could be in South Africa. / Thesis (M.Ed.)-University of Natal, Durban, 2001.

Since the establishment of SGBs in 1996, one of the key problems confronting provincial education departments has been the building of capacity of SGB members. This is more so in the previously marginalised and disadvantaged school communities. These structures could not claim to be democratic enough without the necessary skills and knowledge for parent component members to participate fully in school governance. The purpose of this study then, was to explore the nature and function of the parent component of rural School Governing Bodies (SGB) with regard to school governance as stipulated by the South African Schools Act, 84 of 1996 (SASA). As it is anticipated that members of the SGBs and the parents in rural area; cannot lead on the governance issues, this study, therefore, hoped to identify the barriers that the stop parent component from functioning effectively. Hence, social capital theory was used to measure the imbalances within the SGBs of two Primary Schools in Ntabamhlophe Circuit which falls under the Estcourt Circuit Management Centre (Estcourt CMC). This is a qualitative research study, situated in the interpretive paradigm with the aim of investigating the nature and functions of the parent component in the rural School Governing Body in two primary schools in KwaZulu-Natal. The key question with regard to addressing the investigation also concerns the parent competencies in practicing the policies as stipulated in SASA. The secondary questions look at how ‘social capital’ impacts on the rural SGBs as well as dynamics between policy and practise in relation to decision- making. This in-depth investigation of parental involvement utilised semi-structured interviews, observation as well as documents to gather data. The research population for each school constituted the principal, chairperson of the SGB, two parents, two educators and one noneducator. As the focus was on the parent component: - the age, qualification and experiences with regard to school governance was highlighted. This does not mean my study was a quantitative one as well but this would establish the changes that would have added value to the life of these parents. The findings revealed that most of the parent components in the SGBs are unemployed and being unemployed resulted in poor networking with other SGBs of other schools. Illiteracy is one of the impediments that impacted negatively towards being involved effectively in the governance of these two schools. The findings further reveal that parents could not adopt and interpret policies that pertain to finances as well as administering schools’ property, without explanation by the principals. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

The study investigated role relationships of School Governing Body (SGB) chairpersons and principals in school governance in selected primary and secondary schools in the KwaMashu area. Through the provision of the South African Schools Act, 84 of 1996; the chairperson and the principal are leaders in the governing body and school management team respectively. Moreover the principal is an ex-officio member of the governing body. Literature and my experience as an educator suggested that, there existed conflict between the parent governors and principals in general; and SGB chairpersons and principals in particular. The purpose of the study therefore was to investigate whether or not SGB chairpersons and principals understand their roles in school governance. This was a multi-site case study of four schools in the same locality. The study was conducted through semi-structured interviews; observation and document analysis. The findings suggest that SGB chairpersons and principals appeared to have an understanding of one’s and each other’s roles. However, a deeper examination of the situation suggests that this apparent clarity was superficial. It was so in that from the principals’ perspective, it was fine if chairpersons permanently needed their assistance in performing their governance duties. It also emerged that the inexperienced governing body chairpersons and principals lacked adequate understanding of their governance roles and those of each other. There was apparent harmonious working between principals and chairpersons which was arising because of inequality between chairpersons and principals in terms of educational levels. However, there were areas of conflict between the two parties especially regarding the control of finances, and the selection and appointment of educators. The study recommends that schools should design their own training programmes where they could invite departmental officials or other consultants to train their own people. Schools should also be adequately linked to centres such as Adult Basic Education and Training to develop their own people. This will help in equipping parent governors with sufficient knowledge and skills regarding their governance responsibilities. The study also recommends that further studies be conducted around induction programmes to make them more useful. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2007.

The purpose of this study was to investigate the experiences of mainstream foundation phase educators who teach learners diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), as well as to understand the intervention strategies that these educators use when dealing with these learners. The study is qualitative and based on the interpretivist paradigm. It is a case study of seven mainstream educators who were all teaching learners that were diagnosed with ADHD. The study was guided by the following research questions: What are the experiences of mainstream educators who teach learners diagnosed with ADHD? What intervention strategies do educators employ to handle learners with ADHD? What support structures exist in schools to assist educators of learners with ADHD? The study reveals that the educators in these mainstream schools do not feel sufficiently skilled and effective in meeting the learning needs of their learners diagnosed with ADHD. Their large class groups, lack of available support structures, and lack of parental support and professional intervention, contribute largely to this situation. Drugs such as Ritalin may not be a cure, but are sometimes helpful in improving learner behaviour and productivity. This however is not always possible due to the varying array of symptoms that co-exist in ADHD and the effectiveness of medication and intervention is unique to each learner. Psychological assessment assists in highlighting the unique educational needs of these learners. Educators rely on the advice and support given by physicians and psychologists. Drug therapy must be used in conjunction with behaviour therapy as this is beneficial to the learner diagnosed with ADHD and to the class environment. The findings of the study indicate the absence of remedial education in these mainstream schools. There is a need for all mainstream educators to become trained and skilled in understanding and teaching learners with ADHD. Greater awareness, involvement, coaching and support needs to be available for all those involved with ADHD. This implies that the provision of effective intervention and support will empower educators, potentially minimize the early drop out of learners affected with ADHD and facilitate a productive outcome and future for them. A limitation of this study is that this small sample size does not reflect the education setting of all mainstream schools in South Africa. Mainstream schools vary extremely in degrees of resourcefulness and class size. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

This study aims to explore educators' understandings of the effects of hunger and malnutrition on learners' academic performance. The study reveals that there are various social conditions that contribute to poor learner performance at school such as poor family background, absenteeism due to hunger, diseases, pedagogic relationship and high levels of unemployment. It came to light from the study that, in spite of the attempts by the Department of Basic Education to eradicate hunger by, for example, providing child support grants and the Nutrition Programme, there are other challenges that hinder learners' progress. The study reveals that the majority of children are orphans and come from impoverished backgrounds. They come to school hungry without breakfast and without lunch-boxes. They do not have the educational materials that are needed by the educators. The study reveals that vulnerable learners, coming from impoverished backgrounds are victims of the situations as they face many problems that hinder their well-being, both at home and at school. The study also reveals that, if a child lives in poverty, that child might perform poorly at school. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.