Proefschrift Universiteit van Amsterdam. / Met lit. opg. - Met samenvatting in het Nederlands.

Proefschrift Amsterdam.

Tesis voorgelê ter verwerwing van die graad Magister in Opvoedkunde in die Opvoedkunde Fakulteit van die Cape Peninsula University of Technology / Suid-Afrikaanse leerders vaar teleurstellend in lees en wiskunde gemeet aan leerders van ander lande. Die Departement van Basiese Onderwys se deurvoersyfer is baie swak en bykans die helfte van die leerders wat met hul skoolopleiding begin het, voltooi dit nie. Verskeie programme en aksies word deur die Departement van Onderwys, asook nieregeringsorganisasies geloods om hierdie probleem te bowe te kom en ook om die leerders se vordering te meet. Landelike gebiede in Suid-Afrika ondervind die grootste voorkoms van armoede en ongeletterdheid. ʼn Groot aantal leerders in landelike skole ervaar leerinperkings en benodig ekstra ondersteuning. Die internasionale en nasionale beginsel van Inklusiewe Onderwys as onderwysstelsel beveel onderwys vir almal en ouerbetrokkenheid ten sterkste aan. Hierdie studie ondersoek die ondersteuning aan ongeletterde ouers wie se kind ʼn leerinperking ervaar. ʼn Vennootskap tussen skool en huis het ʼn positiewe impak vir al die rolspelers – die skool, die leerder en die ouers. Die doel van hierdie studie is om die aard en die mate van ondersteuning, as deel van so ʼn vennootskap met ongeletterde ouers, vas te stel wanneer hul kind ʼn leerinperking ervaar, om hulle in staat te stel om hul kind tuis te kan ondersteun met sy akademie. Binne ’n interpretatiewe navorsingsparadigma is ʼn kwalitatiewe navorsingsbenadering gebruik. Data is ingesamel deur ʼn literatuuroorsig, semi-gestruktureerde individuele en fokusgroep-onderhoude, publieke dokumentasie en veldnotas. Data-analise het deur middel van ʼn induktiewe proses plaasgevind. Die navorsingsbevindinge dui daarop dat ongeletterde ouers in landelike skole beperkte ondersteuning ontvang oor hoe om hul kind met die leerinperking te help met sy struikelblok tot leer. Verskeie aanbevelings na afloop van die navorsingsbevindinge het ten doel om ongeletterde ouers van landelike skole te bemagtig om hul kind met die leerinperking te ondersteun.

Afrikaans: Die aard, oorsprong, relevansie en hersiening van literere kanons in 'n snel veranderende wereld is tans, nie net in Suid-Afrika nie, maar internasionaal 'n uiters aktuele saak. Oproepe om kanonhersiening word tans nie net uit die geledere van tradisionele minderheidsgroepe (socs vroue en swartmense) gehoor nie, maar ook vanuit establishment-geledere. In hierdie studie word die kanonisering van die Afrikaanse vroulike prosa-outeur tussen die dertiger- en negentigerjare vanuit 'n feministiese perspektief ondersoek. Orie voorbeelde van vroulike outeurs as verteenwoordigers van verskillende literatuur'soorte" word ondersoek, naamlik Hettie Smit ("ernstige" literatuur), die Klerewerkers (werkersliteratuur) en Eleanor Baker (goeie gewilde literatuur). Daar word gepostuleer dat die vroulike prosa-outeur binne die Afrikaanse literere sisteem steeds 'n mindere kanon- en kanoniseringstatus het, hoofsaaklik as gevolg van patriargale vooroordele. Voorts word gevra na maniere waarop s6 'n toedrag van sake gewysig kan word. Die bevindings kan heel moontlik op Afrikaanse vroulike prosa-outeurs in die algemeen betrekking he. Die volgende stellings word bevestig: i. Vroulike prosa-outeurs geniet steeds mindere kanon- en kanoniseringstatus in die Afrikaanse literatuursisteem. Argumente wat die teendeel wil bewys, streef nie daarna om enige dieperliggende problematiek te ontbloot nie. Die oppervlakkige aard van sulke argumente word alleen duidelik wanneer bepaalde kontradiksies en polemieke random die herskrywing van 'n bepaalde auteur aan die lig gebring word. Die herskrywing van Hettie Smit as "vroulike aanvulling" by die manlike Dertigerdigters lei daartoe dat Sy kom met die sekelmaan selfstandige kanonstatus ontbeer, terwyl die "gehalte" -argument in die geval van die Klerewerkers politieke en ideologiese faktore verberg. Die tipering van Baker se produkte as (goeie) "middelmoot" of "populere" tekste, verberg die marginalisering daarvan. ii. Die bestaan van vroulike outeurs wat nie in die kanon opgeneem is nie, en dus geen kanonstatus het nie, kan aangedui word. Die Klerewerkersliteratuur is 'n sprekende voorbeeld van hierdie soort afwesigheid. iii. Die status quo met betrekking tot die vroulike auteur se posisie ten opsigte van Afrikaanse kanons is onaanvaarbaar vanuit 'n feministiese perspektief. Die historiese posisie van die vrou binne die Afrikaanse literatuur is veral onaanvaarbaar - sy is feitlik afwesig uit die vroee geskiedskrywing van ons literatuur. Die eietydse situasie met betrekking tot kanonisering is binne die feministiese raamwerk van pogings tot verandering, ook nog lank nie aanvaarbaar nie. Aandag behoort geskenk te word aan die daarstelling van 'n vroulike tradisie binne die kader van die Afrikaanse literatuur, waarbinne outentieke "vroulike" norme vir literatuur, eerder as die tradisioneel "manlike" norme sal geld. S6 'n vroulike tradisie behoort volgens die riglyne van oorsese feministiese ondersoekers ge'implementeer te word; ook sal dit 'n heeltemal ander karakter he as die paternalistiese nie-outentieke "vroulike" kategorie. 'n Afsonderlike tradisie sal eerder bevrydend as onderdrukkend wees, en kan modelle daarstel vir verdere teksproduksies deur vroue. iv. Die sogenaamde multifunksionele benadering kan op teoretiese vlak die kanonisering van verskillende literatuur''soorte" beskryf en verklaar, en kan op praktiese vlak dien as riglyn vir kanoniseringsprosesse. Die regstelling van patriargale herskrywings moet as prioriteit beskou word. Slegs op hierdie manier kan ('n) algemeen aanvaarbare en verteenwoordigende, asook teoreties-gefundeerde kanon/s van Afrikaanse literatuur werklikheid word. / English: The nature, origins, relevance and revision of literary canons in a fast-changing world is at present a most topical concern, not only in South Africa, but also internationally. Calls for the revision of canons are heard not only from the ranks of traditional minority groups but also from establishment-ranks. In this study the canonisation of the Afrikaans female prose author in the years between the thirties and the nineties is examined from a feminist perspective. Three examples of female authors representing three "kinds11 of literature are examined, namely Hettie Smit ("serious11 literature), the Garment Workers (workers' literature) and Eleanor Baker (good popular literature). It is postulated that the female prose author within the Afrikaans literary system still has an inferior canon and canonisation status, mainly as a result of patriarchal prejudices. Ways in which such a state of affairs can be remedied are examined. On the strength of the results of the investigations the following premises can be confirmed: i. Female prose authors still have an inferior canon and canonisation status in the Afrikaans literary system. Arguments that attempt to prove the opposite do not strive after revealing any more deep-seated problem. The superficial nature of such arguments only becomes clear when specific contradictions and polemics around the rewriting of a certain author are brought to light. The rewriting of Hettie Smit as female supplement to the male Dertiger poets has resulted in her text being denied independent canon status, while the argument of "quality'' has obscured political and ideological factors in the case of the Garment Workers. The characterisation of Baker's products as (good) "popular" texts obscures the marginalisation thereof. ii. It is possible to point out female authors who have been excluded from the canon, thus lacking any canon status. The Garment Workers' literature is an example of this kind of absence. iii. The status quo regarding the position of the female author with reference to Afrikaans canons is unacceptable from a feminist perspective. Especially unacceptable is the historical position of women - they are virtually absent from the early historiography of Afrikaans literature. The contemporary situation is likewise unacceptable within a feminist framework. Attention should be paid to the establishment of a female tradition within the cadre of Afrikaans literature; within which authentic ''female" norms for literature rather than traditional "masculine" norms will operate. A female tradition should be implemented along guiding lines laid down by overseas feminist researchers, resulting in a character completely different from that of the paternalistic non-authentic "feminine" category. A separate tradition would be liberating rather than oppressing, and could set up models for further text productions by women. iv. At a theoretical level the multifunctional approach could describe and explain the canonisation of various kinds of literature, and at a practical level serve as a guideline for canonisation processes. The rectification of patriarchal rewritings should be regarded as a priority. Only in this way can (a) generally accepted and representative, as well as theoretically founded canon( s) of Afrikaans literature become a reality. / Thesis (DLitt)--University of Pretoria, 1997. / Afrikaans / DLitt (Afrikaans) / Unrestricted

Daar bestaan nie duidelike riglyne waarvolgens Afrikaanse leesreekse wat in die grondslagfase gebruik word, geëvalueer kan word nie. Hierdie studie was verkennend van aard met die doel om kriteria te identifiseer wat aangewend kan word om Afrikaanse leesreekse in die grondslagfase te evalueer. Ek het ʼn interpretivistiese metateoretiese paradigma gevolg aangesien ek diepgaande kennis wou verkry oor die onderwerp. Daarvoor het ek gebruik gemaak van ʼn gevallestudie gerig deur Chall (1990) se model van leesontwikkeling. Daarby het ek uit die literatuur ʼn rubriek ontwikkel wat ek aangewend het om die drie leesreekse wat in die studie ondersoek is, se teoretiese onderbou te bepaal. Die literatuur het my ondersteun om vrae te onwikkel wat ek tydens drie fokusgroeponderhoude gevra het. Die fokusgroeponderhoude het by drie Afrikaanse laerskole binne die Tshwane-metropool in verskillende sosio-ekonomiese gebiede plaasgevind. Twaalf onderwysers het deelgeneem (n=12; vroue=12). Die deelnemende onderwysers is doelgerig geselekteer. Om my data te versterk, het ek ook gebruik gemaak van observasienotas verkry van 57 studente in die Vroeë Kinderontwikkeling en Grondslagfaseprogram, aan die Universiteit van Pretoria. Ek het die data gedokumenteer as oudio-opnames, verbatimtranskripsies en veldnotas. Verder het ek tematiese analise gebruik om die verbatimtranskripsies te analiseer, waarvolgens temas en subtemas geïdentifiseer is. Die volgende vier temas is geïdentifiseer: (i) relevansie van leesreekse, (ii) belangrike aspekte by die gebruik van leesreekse, (iii) onderwysers se gebruik van leesreekse tydens leesonderrig, (iv) wetenskaplike ontwikkeling van leesreekse vir grondslagfaseleesonderrig. Ek het inhoudsanalise gebruik om die leesreekse en observasienotas te analiseer. Bevindinge uit die studie dui daarop dat van die deelnemende skole verouderde leesreekse gebruik waarvan die inhoud nie relevant is vir die hedendaagse leerder se leefwêreld nie. Dit blyk ook dat onderwysers moontlik ʼn gebrekkige kennis van leesteorieë het. Verder het ek bevind dat onderwysers hul eie stories skryf om persepsie en fonologiese bewustheid te integreer, aangesien leesreekse nie dié leesvaardighede aanspreek nie. Ek het ook bevind dat onderwysers sekere aspekte belangrik ag by leesreekse, naamlik (i) leesreekse moet binne die leerder se leefwêreld wees, (ii) illustrasies moet die leerder uitnooi om te lees, (iii) progressie moet voorkom, (iv) herhaling van sigwoorde is belangrik, (v) uitgewers moet die volgorde van die aanleer van klanke in gedagte hou tydens die skryf van leesreekse, (vi) uitgewers moet die skriftipe, woordkeuses en korrekte spelling in ag neem, (vii) die behavioristiese benadering word algemeen aangewend tydens leesonderrig en (viii) slegs een leesreeks (leesreeks C) het voldoen aan meeste van die kriteria. <ul> “To learn to read is to light a fire; every syllable that is spelled out is a spark” Victor Hugo</ul> ENGLISH : No definite guidelines exist which can be used to evaluate Afrikaans graded readers in the foundation phase. The main goal of this study was to identify criteria which can be implemented within the foundation phase to evaluate graded readers. I made use of an interpretative metatheoretical paradigm, since I anticipated gaining in-depth knowledge regarding the subject by means of this method. Chall’s Model of Reading Development (1990) was used as a basis for this case study. I developed a rubric, which was used to identify the theoretical aspects related to the three graded readers used in the study. The literature furthermore supported me in the formation of questions which were posed to the focus groups. The focus group meetings took place at three Afrikaans primary schools within the Tshwane Metropole in different socio-economic areas. Twelve teachers participated (n=12; women=12). The participating teachers were selected using stratified sampling. In order to enhance the validity of the data, I made use of observation notes, obtained from 57 students in the Early Childhood Development and Foundation Phase programme at the University of Pretoria. The data was documented as audio-recordings, transcriptions and field notes. Thematic analysis was employed to analyse the transcriptions, whereafter themes and sub-themes were identified. The following four themes were identified: (i) The relevance of graded readers; (ii) important aspects related to the use of graded readers; (iii) the use of graded readers by teachers during reading instruction; and (iv) scientific development of graded readers for use during foundation phase reading instruction. The graded readers and observation notes were analysed by means of content analysis. The findings indicated that participating schools used graded readers of which the content is not relevant for the learner of today. It would also seem that teachers possibly lack knowledge of reading theories. In addition, teachers are writing their own stories in order to integrate perception and phonological awareness, since graded readers do not incorporate it. The findings further illuminated the fact that teachers value certain aspects in graded readers as important, namely: (i) Graded readers must fall within the context of the child’s world; (ii) illustrations must invite the learner to read, (iii) there must be progression, (iv) repetition of sight words are vital, (v) when publishers write graded readers, the range pertaining to how sounds are learned must be borne in mind, (vi) publishers must pay attention to the font type, word selection and spelling in readers, (viii) the behaviouristic approach is frequently used during reading instruction, and (viii) only one graded reader (graded reader C) met most of the set criteria. <ul>“To learn to read is to light a fire; every syllable that is spelled out is a spark” Victor Hugo</ul> / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

Drug dependence is a reality in South Africa, and adolescents are often admitted to treatment centres for rehabilitation. However, it seems that adolescents admitted to treatment centres sometime show resistance, which may lead to the underutilisation of the therapeutic programme. In addition, social workers in the drug dependence field do not have sufficient knowledge to handle the resistance shown by the adolescent drug dependant during therapeutic intervention. The researcher is not aware of any current strategies to identify and utilise resistance. The purpose of this study is to formulate a handling strategy for social workers, which will enable them to identify and utilise the resistance that adolescent drug dependants manifest during the therapeutic intervention in order to allow adolescents to make optimal use of their treatment programmes. To achieve this goal, the Design and Development Model of Rothman and Thomas were used in the intervention research. This study made use of qualitative research in order to work in an exploratory and descriptive way. During Phase 1, i.e. the problem analysis and project planning phase, data was collected through semi-structured interviews conducted with five social workers. These interviews were transcribed and analysed using Creswell’s data analysis spiral. Data has also been collected during Phase 2, which consists of data collection and synthesis by utilising existing sources of information, studying natural examples and identifying the functional elements of successful models. During Phase 3, which is the design phase, an observation system has been designed in the form of a questionnaire aimed at identifying resistance in adolescent drug dependants and at determining procedures for the intervention. A prototype handling strategy was development during Phase 4 (early design and development). This strategy may help social workers working in the field of drug dependence to identify and utilise resistance that appears in adolescent drug dependants during therapeutic intervention. / MSW, North-West University, Potchefstroom Campus, 2014

The researcher proposes guidelines in a model for pastoral counselling through the use of play with children. There is a new awareness of the place of the child in the church. The researcher has done pioneering work through the study in this area. An approach to the healing effects through play has been investigated with the direction of the Osmer model for practical theology.An Empirical study using the “mixed research method” was conducted and all results recorded. The appearances of child play and cultural practices surrounding the child in the Mediterranian world were examined. Jesus Christ’s approach, how He received the children and spoke out over them was investigated. The narratives, metaphors (parables) and projections of Scripture are of value. Play therapy developed from every physchological viewpoint and the researcher summarised major schools of psychology and showed the development of play therapy. The use of play therapy, resources and theories were discussed. A child first starts abstract reasoning at the age of eleven years, and until then their words are toys and language play. The researcher addresses issues of child theology. The history and background of pastoral counseling as a subdivision in practical theology was addressed. Incidences of pastoral moments occur naturally during the time of play. Prayer is an integral part of the planning and interpretation of events in the play room. Questions from the child about God, Jesus Christ, and the Holy Spirit are treated honestly and Scripturally. The counselor needs to be sensitve to the child’s search for God and to transfer Scriptural truth to the child. Human- and Scriptural views of the reformatory tradition is included in the appendix. / PhD (Pastoral studies), North-West University, Potchefstroom Campus, 2014

Drug dependence is a reality in South Africa, and adolescents are often admitted to treatment centres for rehabilitation. However, it seems that adolescents admitted to treatment centres sometime show resistance, which may lead to the underutilisation of the therapeutic programme. In addition, social workers in the drug dependence field do not have sufficient knowledge to handle the resistance shown by the adolescent drug dependant during therapeutic intervention. The researcher is not aware of any current strategies to identify and utilise resistance. The purpose of this study is to formulate a handling strategy for social workers, which will enable them to identify and utilise the resistance that adolescent drug dependants manifest during the therapeutic intervention in order to allow adolescents to make optimal use of their treatment programmes. To achieve this goal, the Design and Development Model of Rothman and Thomas were used in the intervention research. This study made use of qualitative research in order to work in an exploratory and descriptive way. During Phase 1, i.e. the problem analysis and project planning phase, data was collected through semi-structured interviews conducted with five social workers. These interviews were transcribed and analysed using Creswell’s data analysis spiral. Data has also been collected during Phase 2, which consists of data collection and synthesis by utilising existing sources of information, studying natural examples and identifying the functional elements of successful models. During Phase 3, which is the design phase, an observation system has been designed in the form of a questionnaire aimed at identifying resistance in adolescent drug dependants and at determining procedures for the intervention. A prototype handling strategy was development during Phase 4 (early design and development). This strategy may help social workers working in the field of drug dependence to identify and utilise resistance that appears in adolescent drug dependants during therapeutic intervention. / MSW, North-West University, Potchefstroom Campus, 2014

The researcher proposes guidelines in a model for pastoral counselling through the use of play with children. There is a new awareness of the place of the child in the church. The researcher has done pioneering work through the study in this area. An approach to the healing effects through play has been investigated with the direction of the Osmer model for practical theology.An Empirical study using the “mixed research method” was conducted and all results recorded. The appearances of child play and cultural practices surrounding the child in the Mediterranian world were examined. Jesus Christ’s approach, how He received the children and spoke out over them was investigated. The narratives, metaphors (parables) and projections of Scripture are of value. Play therapy developed from every physchological viewpoint and the researcher summarised major schools of psychology and showed the development of play therapy. The use of play therapy, resources and theories were discussed. A child first starts abstract reasoning at the age of eleven years, and until then their words are toys and language play. The researcher addresses issues of child theology. The history and background of pastoral counseling as a subdivision in practical theology was addressed. Incidences of pastoral moments occur naturally during the time of play. Prayer is an integral part of the planning and interpretation of events in the play room. Questions from the child about God, Jesus Christ, and the Holy Spirit are treated honestly and Scripturally. The counselor needs to be sensitve to the child’s search for God and to transfer Scriptural truth to the child. Human- and Scriptural views of the reformatory tradition is included in the appendix. / PhD (Pastoral studies), North-West University, Potchefstroom Campus, 2014

Hierdie studie fokus op hoe persone wat van dwelms afhanklik is of was, hulle identiteit sien. Daar is ’n bekende diskoers wat sê: “Een keer ’n verslaafde, altyd ’n verslaafde.” Hierdie diskoers impliseer dat afhanklikheid deel van ’n persoon se identiteit word. In my studie poog ek om hierdie diskoers te dekonstrueer. Die AA (Alkoholiste Anoniem) se twaalf-stap-program word bestudeer. In hulle eerste stap word daar van persone wat van ’n chemiese stof afhanklik is, verwag om te erken dat hy/sy ’n afhanklike is. Hierdie erkenning van die AA se eerste stap, het ’n direkte invloed op persone wat van dwelms afhanklik is of was. Saam met die medenavorsers, word daar gepoog om ’n alternatiewe manier te vind om na afhanklikheid en identiteit te kyk. Hiermee saam speel die Christendom en ’n persoon se Godsbegrip ’n groot rol. Die Christendom het verskillende sieninge oor afhanklikheid en sonde. Hierdie studie poog nie om die sondebegrip van die Nuwe Testament te bestudeer nie, aangesien hierdie nie ’n Nuwe-Testamentiese studie is nie. Hoe God en die medenavorsers sonde verstaan, speel ’n rol in die begrip van hulle identiteit. Die narratiewe benadering maak van metafore gebruik. Hierdie studie gebruik die metafoor van ’n draak. Aanvanklik is dit ’n gevreesde draak wat persone wat afhanklik van dwelms is of was, wil verslind en ’n direkte impak het op hulle identiteit. ‘n Nuwe metafoor het ontwikkel. Die animasiefilm, “How to train your dragon,” is as vertrekpunt gebruik om ’n nuwe metafoor te ontwikkel waar die draak steeds gevaarlik is, maar getem kan word. Deur sekere aanpassings te maak, kan persone wat afhanklik is of was van dwelms, die draak beheer. Hierdie nuwe metafoor gee ook ’n nuwe identiteit aan die persoon wat afhanklik is of was van dwelms. Afhanklikheid word nie meer as deel van ’n persoon se identiteit beskou nie aangesien die hantering van die draak ’n nuwe perspektief in die lewe van hierdie persoon gee. In my studie maak ek van kwalitatiewe navorsing gebruik en beweeg ek vanuit die oogpunt van ’n postfundamentele Praktiese Teologiese benadering. / Thesis (PhD)--University of Pretoria, 2017. / Practical Theology / PhD / Unrestricted