In this study I explored depictions of diversity in the Curriculum Studies programme of the BEdHons degree course at North-West University in South Africa. South Africa was and is still is facing the challenge of inequalities such as getting access to higher education institutions that were previously dominated by a white Christian Afrikaans-speaking group. The first democratic election in South Africa in 1994 brought about structural changes in society. These structural changes included the merging of tertiary education institutions such as colleges of education, technikons and universities. In view of South Africa’s history of divisions and injustices such as patriarchy, mono-religiosity and mono-ethnicism, it therefore seemed valuable to explore how diversity is depicted in higher education institutions. In 2012 a task team was set up by the dean of the Faculty of Education Sciences at the Potchefstroom Campus of North-West University. This team investigated how diversity was expressed in selected study guides of the undergraduate BEd degree programme offered at the Potchefstroom Campus to contact mode students. This study identified the need to explore how diversity is depicted at a postgraduate degree level. The primary purpose of my research was to explore empirically the extent to which diversity nuances of gender, religion and ethnicity are depicted in the Curriculum Studies programme of the BEdHons degree course. This involved exploring the depictions of diversity in study guides of the modules presented in the Curriculum Studies programme of the BEdHons degree course. In addition, I also looked into the depictions of diversity by lecturers presenting modules and students enrolled for the Curriculum Studies programme of the BEdHons degree course. The study was situated in a critical theory paradigm and utilised a qualitative research design with a critical ethnographic methodology. Three sets of data generation methods were employed: document research, semi-structured one-on-one interviews and focus group interviews. The two campuses of North-West University offering this programme were purposefully selected as my research environments. I employed purposeful sampling, and study guides utilised by lecturers and students in the Curriculum Studies programme of the BEdHons degree course formed the sample. Lecturers presenting modules and students enrolled for the Curriculum Studies programme of the BEdHons degree course were participants. Critical discourse analysis, underpinned by Fairclough’s (1992) three-dimensional conception of discourse, was the method of analysis. The conclusions were derived predominantly from the diversity nuances acculturation and rationality. Some of the conclusions were also derived from diversity as a nuance but to a limited extent. The conclusions vary from depictions on the chosen discourse of diversity, depictions relating to curricula and the multifaceted aspect of diversity. With regard to the depictions on the chosen discourses of diversity, it was evident that some lecturer participants were only fostering the aspects gender, religion and ethnicity of certain cultural groups, which caused some groups to be invisible. Student participants’ depictions were ideologically embedded as they preferred not to engage with diversity to eliminate certain issues. Lecturer participants also tended to include disadvantaged minority/majority groups to such a limited extent that they were almost non-existent. Furthermore, it appeared that lecturer participants excluded diversity to foster inclusion. Separation was also emphasised by student participants in that they were being forced to engage with diversity rather than wanting to or having a choice to engage with diversity or not. Reflecting on the conclusions arising from my study, I put forward a theoretical stance focusing on curriculum-making for social justice. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

In this study I explored depictions of diversity in the Curriculum Studies programme of the BEdHons degree course at North-West University in South Africa. South Africa was and is still is facing the challenge of inequalities such as getting access to higher education institutions that were previously dominated by a white Christian Afrikaans-speaking group. The first democratic election in South Africa in 1994 brought about structural changes in society. These structural changes included the merging of tertiary education institutions such as colleges of education, technikons and universities. In view of South Africa’s history of divisions and injustices such as patriarchy, mono-religiosity and mono-ethnicism, it therefore seemed valuable to explore how diversity is depicted in higher education institutions. In 2012 a task team was set up by the dean of the Faculty of Education Sciences at the Potchefstroom Campus of North-West University. This team investigated how diversity was expressed in selected study guides of the undergraduate BEd degree programme offered at the Potchefstroom Campus to contact mode students. This study identified the need to explore how diversity is depicted at a postgraduate degree level. The primary purpose of my research was to explore empirically the extent to which diversity nuances of gender, religion and ethnicity are depicted in the Curriculum Studies programme of the BEdHons degree course. This involved exploring the depictions of diversity in study guides of the modules presented in the Curriculum Studies programme of the BEdHons degree course. In addition, I also looked into the depictions of diversity by lecturers presenting modules and students enrolled for the Curriculum Studies programme of the BEdHons degree course. The study was situated in a critical theory paradigm and utilised a qualitative research design with a critical ethnographic methodology. Three sets of data generation methods were employed: document research, semi-structured one-on-one interviews and focus group interviews. The two campuses of North-West University offering this programme were purposefully selected as my research environments. I employed purposeful sampling, and study guides utilised by lecturers and students in the Curriculum Studies programme of the BEdHons degree course formed the sample. Lecturers presenting modules and students enrolled for the Curriculum Studies programme of the BEdHons degree course were participants. Critical discourse analysis, underpinned by Fairclough’s (1992) three-dimensional conception of discourse, was the method of analysis. The conclusions were derived predominantly from the diversity nuances acculturation and rationality. Some of the conclusions were also derived from diversity as a nuance but to a limited extent. The conclusions vary from depictions on the chosen discourse of diversity, depictions relating to curricula and the multifaceted aspect of diversity. With regard to the depictions on the chosen discourses of diversity, it was evident that some lecturer participants were only fostering the aspects gender, religion and ethnicity of certain cultural groups, which caused some groups to be invisible. Student participants’ depictions were ideologically embedded as they preferred not to engage with diversity to eliminate certain issues. Lecturer participants also tended to include disadvantaged minority/majority groups to such a limited extent that they were almost non-existent. Furthermore, it appeared that lecturer participants excluded diversity to foster inclusion. Separation was also emphasised by student participants in that they were being forced to engage with diversity rather than wanting to or having a choice to engage with diversity or not. Reflecting on the conclusions arising from my study, I put forward a theoretical stance focusing on curriculum-making for social justice. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Obesity in children and adolescents is on the rise and is a major risk factor for chronic disease, thus posing one of the greatest public health challenges for the 21st century. Although adolescent obesity is increasing in all ethnic groups, its prevalence is higher in non–Caucasian populations. A possible explanation for ethnic differences in the development of obesity could be ethnic differences in resting metabolic rate (RMR). A low RMR would pre–dispose an ethnic group to obesity. In South Africa limited research has been published with regards to body composition (BC) and RMR in adolescents and the possible association of RMR with BC. The first aim of this study, therefore, was to determine differences in BC and RMR between 14 year old black and Caucasian South African adolescents from the Tlokwe municipality of the North West Province, South– Africa. The second aim was to investigate whether significant relationships between the body composition characteristics body mass index (BMI), percentage body fat (%BF), fat free mass (FFM) and RMR exist in this group. The baseline data of participants in the Physical Activity and Health Longitudinal Study (PAHLS) was used. Anthropometric measurements included stature, body mass, triceps and subscapular skinfolds, and waist girth to determine BMI, %BF, FFM and waist–to–height ratio (WHTR). RMR was measured by the FitMate Pro Indirect Calorimetry (Cosmed). An independent t–test was used to compare the two groups (black vs. Caucasian, boys and girls respectively) with regards to body composition and RMR. Pearson correlation coefficients (adjusted for gender and ethnicity) were calculated, to study the relationship between RMR and body composition. Significant difference levels were set at p<0.05. The present cross–sectional results revealed significant differences in BC and RMR in black and Caucasian adolescents of the Tlokwe municipality, with Caucasian adolescents of both genders having a higher RMR and FFM compared to their counterpart black adolescents. The results further indicated that Caucasian adolescents were significantly (p<0.05) taller, heavier and had a higher %BF, WHTR, FFM and RMR than the black adolescents of both genders. Boys of both ethnicities had a higher RMR than the girls, with black girls having the lowest RMR. Both underweight and overweight/obesity were present in both ethnic groups and genders emphasizing the double burden of disease prevalent in South Africa. The overweight/obese group of both ethnicities had a higher FFM and RMR than the normal and underweight group. After adjusting for gender and ethnicity a high non–significant negative relationship was observed between RMR and FFM in the overweight group. The reasons for these persistent differences in ethnic groups for RMR in adolescents are not clear. A positive association between anthropometric indicators of BC and RMR influenced by gender and ethnicity was indicated. Whether the observed ethnic differences in RMR predict future weight gain and obesity awaits the results of longitudinal analyses. It is suggested that intervention programmes be implemented focusing on the prevention of obesity in adolescents, but especially black adolescent girls, as they are indicated to be the group more prone to obesity. These results supported the literature findings and identified the need for longitudinal data regarding RMR and BC in adolescents. The PAHL–Study will continue to follow–up these adolescents over a period of time as some of the conclusions made will further be cleared, including whether the observed ethnic differences in RMR predict future weight gain and obesity. / Thesis (M.Sc. (Biokinetics))--North-West University, Potchefstroom Campus, 2012.

Obesity in children and adolescents is on the rise and is a major risk factor for chronic disease, thus posing one of the greatest public health challenges for the 21st century. Although adolescent obesity is increasing in all ethnic groups, its prevalence is higher in non–Caucasian populations. A possible explanation for ethnic differences in the development of obesity could be ethnic differences in resting metabolic rate (RMR). A low RMR would pre–dispose an ethnic group to obesity. In South Africa limited research has been published with regards to body composition (BC) and RMR in adolescents and the possible association of RMR with BC. The first aim of this study, therefore, was to determine differences in BC and RMR between 14 year old black and Caucasian South African adolescents from the Tlokwe municipality of the North West Province, South– Africa. The second aim was to investigate whether significant relationships between the body composition characteristics body mass index (BMI), percentage body fat (%BF), fat free mass (FFM) and RMR exist in this group. The baseline data of participants in the Physical Activity and Health Longitudinal Study (PAHLS) was used. Anthropometric measurements included stature, body mass, triceps and subscapular skinfolds, and waist girth to determine BMI, %BF, FFM and waist–to–height ratio (WHTR). RMR was measured by the FitMate Pro Indirect Calorimetry (Cosmed). An independent t–test was used to compare the two groups (black vs. Caucasian, boys and girls respectively) with regards to body composition and RMR. Pearson correlation coefficients (adjusted for gender and ethnicity) were calculated, to study the relationship between RMR and body composition. Significant difference levels were set at p<0.05. The present cross–sectional results revealed significant differences in BC and RMR in black and Caucasian adolescents of the Tlokwe municipality, with Caucasian adolescents of both genders having a higher RMR and FFM compared to their counterpart black adolescents. The results further indicated that Caucasian adolescents were significantly (p<0.05) taller, heavier and had a higher %BF, WHTR, FFM and RMR than the black adolescents of both genders. Boys of both ethnicities had a higher RMR than the girls, with black girls having the lowest RMR. Both underweight and overweight/obesity were present in both ethnic groups and genders emphasizing the double burden of disease prevalent in South Africa. The overweight/obese group of both ethnicities had a higher FFM and RMR than the normal and underweight group. After adjusting for gender and ethnicity a high non–significant negative relationship was observed between RMR and FFM in the overweight group. The reasons for these persistent differences in ethnic groups for RMR in adolescents are not clear. A positive association between anthropometric indicators of BC and RMR influenced by gender and ethnicity was indicated. Whether the observed ethnic differences in RMR predict future weight gain and obesity awaits the results of longitudinal analyses. It is suggested that intervention programmes be implemented focusing on the prevention of obesity in adolescents, but especially black adolescent girls, as they are indicated to be the group more prone to obesity. These results supported the literature findings and identified the need for longitudinal data regarding RMR and BC in adolescents. The PAHL–Study will continue to follow–up these adolescents over a period of time as some of the conclusions made will further be cleared, including whether the observed ethnic differences in RMR predict future weight gain and obesity. / Thesis (M.Sc. (Biokinetics))--North-West University, Potchefstroom Campus, 2012.

Text in Afrikaans / Die doel met hierdie studie is om te bepaal of daar 'n verband is tussen die aktivering van die middelpuntsoekende en middelpuntvliedende kragte van nasionalisme enersyds en andersyds die tegnieke van demokrasie in die hedendaagse staat. In die ondersoek na so 'n verband, is die nasie beskou as 'n versameling individue wat in terme van 'n bepaalde identiteit assosieer ten einde 'n stel belange te realiseer. Belange wat uitgesonder word is: selfidentiteit, die noodsaaklikheid om met ander mense te kan assosieer, selfdeterminasie as 'n motiverende krag in menslike gedrag, en die persepsie dat die vermoe bestaan om belange te kan realiseer. Die spanning tussen die selfdeterminerende aard van die menslike natuur enersyds, en andersyds die onvermydelike groepkonteks van die mens, word in hierdie studie beklemtoon. Ten einde hierdie spanning te minimiseer, sal die individu die eise van die groep (in hierdie konteks die nasie), as sy eie internaliseer. Ten einde 'n selfdeterminerende individu midde in die nasie te bly, word die selfdeterminasie van die nasie belangrik. Selfdeterminasie word verder beskou, as 'n belangrike kenmerk van liberale demokrasie. Ongelukkig is die groepkonteks en die spanning tussen die belange van die individu enersyds en andersyds die eise van die samelewing weer eens onvermydelik. Verskeie tegnieke van demokrasie word evalueer in terme van hul sukses om die selfdeterminasie van die individu en die realisering van sy belange te verseker. Daar is bevind dat geen tegniek 'n waarborg in hierdie verband kan bied nie. In die studie is bevind dat negatiewe persepsies oor selfdeterminasie en belangerealisering in die algemeen, die middelpuntvliedende kragte in die staat kan aktiveer. Die verskillende tegnieke van demokrasie kan inderdaad die bron van negatiewe persepsies wees. Verder is bevind dat indien hierdie negatiewe persepsies saamval met etniese en/of regionale subidentiteite in die staat, hulle aanleiding kan gee tot rebelse nasionalisme. Die verskillende tegnieke van demokrasie verleen dikwels die meganismes waardeur hierdie subidentiteite georganiseer en gemobiliseer kan word. / The purpose of this study is to determine whether there is a relationship between the activation of the centripetal and the centrifugal powers of nationalism, on the one hand and on the other hand, the techniques of democracy in the contemporary state. In researching this relationship, the nation is regarded as a collection of individuals who associate in terms of a particular identity in order to realise a set of interests. Interests that are singled out in this study are: self-identity, the need to associate with fellow human beings, self-determination as a motivational force in human behaviour, and the perception of being able to realise particular interests. The tension between the self-determining nature of human beings, on the one hand and the inevitable group context of human beings, on the other hand, is stressed in this study. In order to minimize this tension, the individual will internalize the demands of the group (in this context the nation) as his own. Thus for the individual to remain a self-determining human being within the nation, the self-determination ofthe nation becomes important. It is further pointed out that self-determination of the individual is an important feature of liberal democracy. Unfortunately the group context and the tension between the interests of the individual on the one hand and the demands of society on the other hand, are also inevitable. Various techniques of democracy are evaluated in order to determine their success in safe-guarding the selfdetermination of the individual and the realization of his interests in general. It is pointed out that no technique can in fact provide a guarantee in this regard. In the study it was found that negative perceptions regarding self-determination and the realization of interests in general, may activate the centrifugal powers within the state. The various techniques of democracy may indeed be the source of these negative perceptions. It was furthermore found that when these negative perceptions coincide with ethnic and regional subidentities, they may give rise to rebellious nationalisms. The various techniques of democracy often provide the mechanisms through which these subidentities could be organized and mobilized. / Political Sciences / D.Litt. et Phil. (Staatsleer)

In a changing South Africa with a new education system, it has become necessary to determine the degree to which multicultural guidance is provided in secondary schools. The aim of the research was to: • Identify by means of a literature study, the principles of multicultural guidance in a number of countries abroad; • determine empirically, the degree to which the principles of guidance are applied in multicultural schools in the Gauteng Province. To this end concepts such as culture, ethnicity, race, racism, multicultural education, guidance and multicultural guidance had to be described. An historical approach to multicultural education and the research with regard to multicultural guidance were described at length. The development of school guidance in multicultural schools in South Africa was subsequently discussed in more detail, especially the implementation of an effective guidance programme in multicultural schools. An in-depth discussion with regard to the principles of guidance in general and of multicultural guidance in particular, as well as guidance in multicultural schools, were highlighted. An empirical investigation was done by means of frequency tables, correlation coefficients and factor analyses. These were subsequently interpreted: The most important finding was that multicultural guidance in secondary schools does not receive its due. Several deficiencies were identified in this regard. It is recommended that the Gauteng Education Department should pay specific attention to specialised training programmes in that province. The time has come that the Head of Department : Guidance/Guidance teacher should make certain theoretical as well as practical changes to guidance. Multicultural guidance should be ethically-founded. Multicultural perspectives should be built into education, and specifically into guidance programmes. Each person should realise that South Africa and especially education, are moving towards a multicultural future and this requires acceptance and acknowledgement of each other, regardless of culture. / Thesis (MEd)--PU for CHE, 1998

In a changing South Africa with a new education system, it has become necessary to determine the degree to which multicultural guidance is provided in secondary schools. The aim of the research was to: • Identify by means of a literature study, the principles of multicultural guidance in a number of countries abroad; • determine empirically, the degree to which the principles of guidance are applied in multicultural schools in the Gauteng Province. To this end concepts such as culture, ethnicity, race, racism, multicultural education, guidance and multicultural guidance had to be described. An historical approach to multicultural education and the research with regard to multicultural guidance were described at length. The development of school guidance in multicultural schools in South Africa was subsequently discussed in more detail, especially the implementation of an effective guidance programme in multicultural schools. An in-depth discussion with regard to the principles of guidance in general and of multicultural guidance in particular, as well as guidance in multicultural schools, were highlighted. An empirical investigation was done by means of frequency tables, correlation coefficients and factor analyses. These were subsequently interpreted: The most important finding was that multicultural guidance in secondary schools does not receive its due. Several deficiencies were identified in this regard. It is recommended that the Gauteng Education Department should pay specific attention to specialised training programmes in that province. The time has come that the Head of Department : Guidance/Guidance teacher should make certain theoretical as well as practical changes to guidance. Multicultural guidance should be ethically-founded. Multicultural perspectives should be built into education, and specifically into guidance programmes. Each person should realise that South Africa and especially education, are moving towards a multicultural future and this requires acceptance and acknowledgement of each other, regardless of culture. / Thesis (MEd)--PU for CHE, 1998

Text in Afrikaans / Die doel met hierdie studie is om te bepaal of daar 'n verband is tussen die aktivering van die middelpuntsoekende en middelpuntvliedende kragte van nasionalisme enersyds en andersyds die tegnieke van demokrasie in die hedendaagse staat. In die ondersoek na so 'n verband, is die nasie beskou as 'n versameling individue wat in terme van 'n bepaalde identiteit assosieer ten einde 'n stel belange te realiseer. Belange wat uitgesonder word is: selfidentiteit, die noodsaaklikheid om met ander mense te kan assosieer, selfdeterminasie as 'n motiverende krag in menslike gedrag, en die persepsie dat die vermoe bestaan om belange te kan realiseer. Die spanning tussen die selfdeterminerende aard van die menslike natuur enersyds, en andersyds die onvermydelike groepkonteks van die mens, word in hierdie studie beklemtoon. Ten einde hierdie spanning te minimiseer, sal die individu die eise van die groep (in hierdie konteks die nasie), as sy eie internaliseer. Ten einde 'n selfdeterminerende individu midde in die nasie te bly, word die selfdeterminasie van die nasie belangrik. Selfdeterminasie word verder beskou, as 'n belangrike kenmerk van liberale demokrasie. Ongelukkig is die groepkonteks en die spanning tussen die belange van die individu enersyds en andersyds die eise van die samelewing weer eens onvermydelik. Verskeie tegnieke van demokrasie word evalueer in terme van hul sukses om die selfdeterminasie van die individu en die realisering van sy belange te verseker. Daar is bevind dat geen tegniek 'n waarborg in hierdie verband kan bied nie. In die studie is bevind dat negatiewe persepsies oor selfdeterminasie en belangerealisering in die algemeen, die middelpuntvliedende kragte in die staat kan aktiveer. Die verskillende tegnieke van demokrasie kan inderdaad die bron van negatiewe persepsies wees. Verder is bevind dat indien hierdie negatiewe persepsies saamval met etniese en/of regionale subidentiteite in die staat, hulle aanleiding kan gee tot rebelse nasionalisme. Die verskillende tegnieke van demokrasie verleen dikwels die meganismes waardeur hierdie subidentiteite georganiseer en gemobiliseer kan word. / The purpose of this study is to determine whether there is a relationship between the activation of the centripetal and the centrifugal powers of nationalism, on the one hand and on the other hand, the techniques of democracy in the contemporary state. In researching this relationship, the nation is regarded as a collection of individuals who associate in terms of a particular identity in order to realise a set of interests. Interests that are singled out in this study are: self-identity, the need to associate with fellow human beings, self-determination as a motivational force in human behaviour, and the perception of being able to realise particular interests. The tension between the self-determining nature of human beings, on the one hand and the inevitable group context of human beings, on the other hand, is stressed in this study. In order to minimize this tension, the individual will internalize the demands of the group (in this context the nation) as his own. Thus for the individual to remain a self-determining human being within the nation, the self-determination ofthe nation becomes important. It is further pointed out that self-determination of the individual is an important feature of liberal democracy. Unfortunately the group context and the tension between the interests of the individual on the one hand and the demands of society on the other hand, are also inevitable. Various techniques of democracy are evaluated in order to determine their success in safe-guarding the selfdetermination of the individual and the realization of his interests in general. It is pointed out that no technique can in fact provide a guarantee in this regard. In the study it was found that negative perceptions regarding self-determination and the realization of interests in general, may activate the centrifugal powers within the state. The various techniques of democracy may indeed be the source of these negative perceptions. It was furthermore found that when these negative perceptions coincide with ethnic and regional subidentities, they may give rise to rebellious nationalisms. The various techniques of democracy often provide the mechanisms through which these subidentities could be organized and mobilized. / Political Sciences / D.Litt. et Phil. (Staatsleer)