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The promotion of nation-building values in multicultural secondary schoolsSingh, Nandkissor 31 January 2004 (has links)
The South African educational system has undergone many changes since 1994. The integration of previously segregated education departments has made it possible for different cultures to be in the same classroom. However, it is the researcher's view that the vast majority of learners in multicultural secondary schools do not exit the system with the skills and attitudes needed to contribute positively to nation-building. This is borne out by the fact that many learners continue to prefer the company and assistance of their own cultural groups for work in class and out of class. Incidents of racial conflict, religious intolerance and cultural discrimination are reported among learners from time to time.
The researcher believes that the basis for creating a new society, that is free of fear and discrimination, lies in the imparting and assimilation of nation-building values at multicultural secondary schools.
A qualitative method of research was employed as it lent itself to naturalistic inquiry, detailed thick description, inquiry of depth and direct quotations to capture people's personal perspectives and experiences. An extensive literature study of nation-building, nation-building values and multicultural education was conducted. The empirical study was conducted at a local multicultural secondary school. Research techniques such as observation, interviews, completion of an open-ended questionnaire and discussions were used.
The researcher was able to ascertain the values that underpin nation-building; the factors that militate against the promotion of nation-building values and strategies that can be used to promote these values at multicultural secondary schools. He has made significant proposals to the Department of Education, which should be carefully considered. Ultimately, the promotion and assimilation of nation-building values at multicultural secondary schools should lead to a progressive and peaceful nation. / Educational Studies / (D.Ed.(Psychology of Education))
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The promotion of nation-building values in multicultural secondary schoolsSingh, Nandkissor 31 January 2004 (has links)
The South African educational system has undergone many changes since 1994. The integration of previously segregated education departments has made it possible for different cultures to be in the same classroom. However, it is the researcher's view that the vast majority of learners in multicultural secondary schools do not exit the system with the skills and attitudes needed to contribute positively to nation-building. This is borne out by the fact that many learners continue to prefer the company and assistance of their own cultural groups for work in class and out of class. Incidents of racial conflict, religious intolerance and cultural discrimination are reported among learners from time to time.
The researcher believes that the basis for creating a new society, that is free of fear and discrimination, lies in the imparting and assimilation of nation-building values at multicultural secondary schools.
A qualitative method of research was employed as it lent itself to naturalistic inquiry, detailed thick description, inquiry of depth and direct quotations to capture people's personal perspectives and experiences. An extensive literature study of nation-building, nation-building values and multicultural education was conducted. The empirical study was conducted at a local multicultural secondary school. Research techniques such as observation, interviews, completion of an open-ended questionnaire and discussions were used.
The researcher was able to ascertain the values that underpin nation-building; the factors that militate against the promotion of nation-building values and strategies that can be used to promote these values at multicultural secondary schools. He has made significant proposals to the Department of Education, which should be carefully considered. Ultimately, the promotion and assimilation of nation-building values at multicultural secondary schools should lead to a progressive and peaceful nation. / Educational Studies / (D.Ed.(Psychology of Education))
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Tolerance in multicultural education : development of interventionstrategies for educatorsCox, Cheryl Pearl 06 1900 (has links)
Multicultural education is only one of the major changes, which have occurred since the
inception of the new democracy in South Africa. However, this inevitable change has
resulted in many challenges for both educators and educational institutions.
A literature study was done to discuss and clarity concepts of multicultural education,
culture, race, ethnicity, bias and anti-bias. The perspectives, principles and history of
multicultural education in the United States of America, Britain and South Africa were also
investigated.
An exploratory study, using a qualitative research design, was done to investigate
educators' viewpoints on multicultural education in schools. The results of the investigation
indicate that there is a lack of tolerance in schools and that educators require training and
intervention strategies to help them cope with the changes in a multicultural education
system in South Africa.
Recommendations regarding training and policy implementation were discussed and
intervention strategies for educators have been given. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)
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Tolerance in multicultural education : development of interventionstrategies for educatorsCox, Cheryl Pearl 06 1900 (has links)
Multicultural education is only one of the major changes, which have occurred since the
inception of the new democracy in South Africa. However, this inevitable change has
resulted in many challenges for both educators and educational institutions.
A literature study was done to discuss and clarity concepts of multicultural education,
culture, race, ethnicity, bias and anti-bias. The perspectives, principles and history of
multicultural education in the United States of America, Britain and South Africa were also
investigated.
An exploratory study, using a qualitative research design, was done to investigate
educators' viewpoints on multicultural education in schools. The results of the investigation
indicate that there is a lack of tolerance in schools and that educators require training and
intervention strategies to help them cope with the changes in a multicultural education
system in South Africa.
Recommendations regarding training and policy implementation were discussed and
intervention strategies for educators have been given. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)
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