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Outobiografie en identiteit : ’n vergelykende beskouing van ’n Wonderlike geweld (2005) van Elsa Joubert en ’n Ander tongval (2005) van Antjie KrogHauman, Suzaan 03 1900 (has links)
Thesis (MA (Afrikaans and Dutch))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Autobiography is a growing, but elusive literary genre. However, when texts are read as
autobiographical – and thus as a form of self-representation – the theme of identity provides the
reader with an interesting and useful method by which to approach it.
In this study, two Afrikaans autobiographical texts are approached in a comparative manner, with
the aim being to examine the writers’ representations of themselves. The texts studied are ’n
Wonderlike geweld (2005) by Elsa Joubert, and ’n Ander tongval (2005) by Antjie Krog. Besides
the autobiographical nature of these texts, the comparison is also based on: the writers’ status in
the Afrikaans literary system, similarities beween them and their backgrounds, and the
corresponding publication dates.
The theoretical basis from where the concepts autobiography and identity are viewed is explained
briefly. The emphasis falls on autobiography as a hybrid genre, that is defined mainly by how it
is read. The use of identity as a reading strategy is suggested, with identity being understood as
an unstable construction that changes constantly, depending on the context in which it is
constructed.
Consequently, the different identities according to which Joubert and Krog reveal themselves to
the reader and the autobiographical forms through which they achieve this, are examined and
discussed in separate chapters. Specific emphasis is placed on how they convey the spirit of the
time and on the influence of the context in which the texts are published.
Finally, the differences and similarities in the writers’ representation of themselves are
summarised. In the end it emerges that the reading strategy focused on identity provides the
reader with a useful approach to the study of texts in the autobiographical genre, since it is
possible to successfully apply it to two texts with diverse autobiographical qualities. Furthermore,
it becomes clear that the structure and style of these texts mirror the writer’s approach to identity
to a great extent. / AFRIKAANSE OPSOMMING: Outobiografie is ’n groeiende, maar onpeilbare literêre genre. Wanneer tekste as outobiografies –
en dus as ’n vorm van self-representasie – benader word, bied die tema van identiteit egter ’n
interessante en nuttige invalshoek.
In hierdie studie word twee Afrikaanse outobiografiese tekste vergelykend benader, met die doel
om die skrywers se voorstellings van hul identiteit daarin te ondersoek. Die twee tekste wat
gebruik word, is ’n Wonderlike geweld (2005) van Elsa Joubert, en ’n Ander tongval (2005) van
Antjie Krog. Benewens die outobiografiese aard van die tekste, sluit die basis vir vergelyking ook
die skrywers se status binne die Afrikaanse literêre sisteem, ooreenkomste tussen hulle en hul
agtergronde, en die ooreenstemmende publikasiedatums in.
Die teoretiese basis vanwaar die begrippe outobiografie en identiteit beskou word, word kortliks
uiteengesit. Die klem val op outobiografie as ’n hibridiese genre wat veral gedefinieer word op
grond van hoe ’n mens dit lees. Die gebruik van identiteit word dan as ’n lees-strategie
voorgestel, met identiteit wat verstaan word as ’n onstabiele konstruksie wat konstant verander
op grond van die konteks waarbinne dit gekonstrueer word.
Die verskillende identiteite waarvolgens Joubert en Krog hulself aan die leser openbaar en die
outobiografiese vorme wat hulle hiervoor gebruik, word dan ondersoek en bespreek in twee
afsonderlike hoofstukke. Spesifieke klem word gelê op die tydsgees wat vasgevang word en die
invloed wat die konteks waarbinne die tekste gepubliseer word, het.
Uiteindelik word die verskille en ooreenkomste in die skrywers se voorstellings van hulself
saamgevat. Ten slotte blyk dit dat die lees-strategie wat fokus op identiteit ’n nuttige invalshoek
bied vir die studie van tekste binne die outobiografiese genre, aangesien dit met vrug op twee
tekste met uiteenlopende outobiografiese eienskappe toegepas kan word. Verder word dit ook
duidelik dat die struktuur en styl van die tekste in ’n groot mate die skrywer daarvan se
benadering tot identiteit weerspieël.
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Trauma, violence, and mental health : the Palestinian experience /Qouta, Samir Ramadan Ibrahiem. January 1900 (has links)
Thesis (doctoral)--Vrije Universiteit te Amsterdam, 2000. / Includes bibliographical references (p. [168]-174).
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‘n Veiligheidsanalise van plaasaanvalle in die RSA, 1997 tot 2003 (Afrikaans)Watermeyer, Louis Hendrik 17 October 2005 (has links)
The aim of this study is to determine the security relevance of farm attacks in South Africa. This is based on the propositions that indications exist that farm attacks in the RSA reflect more than common criminality; that the combating of farm attacks requires specific measures; and that farm attacks in other African states, as well as prior to 1994 in some instances also in South Africa, had demonstrated specific political motives. In the search for the underlying causes behind the incidence of farm attacks, aspects such as the occurence of farm attacks elsewhere in Africa; the political history of the RSA; the dynamics associated with an increase in crime during political transition; land reform; and the extent of farm attacks in the RSA, were analysed. The occurence of farm attacks seems not to be unique to South Africa, as attacks of this nature also occurred in other African states such as Kenya and Zimbabwe. As could have been expected from international experience, crime increased substantially in South Africa during a period of radical political transition. Farm attacks, which inherently manifest as violent crimes, also increased, especially during the period between 1997 and 2001. Developments during South Africa’s political past led to a situation in which a substantial part of the population lost not only their political rights, but also their land. As a result, land reform is high on the agenda of those who feel deprived, as well as that of the government. The findings reached by commissions of enquiry and research into the causes of farm attacks reveal that crime is the single most important motive for farm attacks. Other motives were identified in single cases, but no common sinister motive or any specific organisation instigating farm attacks could be established. Although the level of trust between the farming community and government has in some cases suffered considerable harm, both parties are bound to the combating of farm attacks, including participation in the implementation of combined strategies such as the Rural Safety Plan. The occurrence of farm attacks is clearly a significant security issue. Although it is not yet considered as posing an immediate direct threat to national security, it has already been recognized that farm attacks could negatively impact on food security. The possibility of this phenomenon developing into a full-fledged national security issue, can thus not be excluded. / Dissertation (M (Security Studies))--University of Pretoria, 2006. / Political Sciences / unrestricted
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Barriers to leaving an abusive relationship amongst heterosexual women living in the Inanda district in KwaZulu-NatalPadayachee, Dhevamoney 01 1900 (has links)
Text in English, with abstracts and keywords in English, Afrikaans and isiZulu / South Africa has been known to have the highest rate of gender-based violence globally. This qualitative study locates gender-based violence using the interpretive phenomenological paradigm and multicultural feminism as both allowed participants’ to be given a voice. This
study thus enabled women who have been abused to discuss their perception of their own experiences. The primary aim of the study is orientated towards an increased understanding
of the possible barriers that prevent women from leaving their abusers. The main findings point out how victim manipulation, financial abuse, isolation and responses by social and
legal services serve as barriers to the women leaving their abusive partners. The secondary aim contributes to an understanding of the risk factors influencing gender-based violence.
Furthermore, the study explores the impact of prolonged abuse on the participants.
The criteria used for the selection were women with diverse backgrounds from the Inanda district, who have lived in abusive relationships for two years or longer. Eight participants
completed the research process and were selected using the purposive sampling method.
Significantly, this study provides an insight into the reality of how women process and give meanings to their experiences of abuse. Hence, the research sought to inform the literature and the greater community on the lived experiences of women in abusive relationships. / Suid-Afrika het wêreldwyd die hoogste persentasie van geslagsgebaseerde geweld. Hierdie kwalitatiewe studie plaas geslagsgebaseerde geweld met behulp van die interpretatiewe
fenomenologiese paradigma en multikulturele feminisme, aangesien albei die deelnemers 'n stem laat kry. Hierdie studie het dus vroue wat mishandel is, in staat gestel om hul persepsie van hul eie ervarings te bespreek. Die primêre doel van die studie is gerig op 'n groter begrip van die moontlike hindernisse wat vroue verhoed om hul misbruik te verlaat. Die belangrikste bevindings wys daarop hoe manipulasie van slagoffer, finansiële mishandeling, isolasie en
reaksies deur maatskaplike en regsdienste dien as hindernisse vir die verlaat van hul vrouens met hul maat. Die sekondêre doel dra by tot die begrip van die risikofaktore wat geslagsgebaseerde geweld beïnvloed. Verder ondersoek die studie die impak van langdurige
mishandeling op die deelnemers.
Die kriteria wat gebruik is vir die keuring was vroue met verskillende agtergronde uit die distrik Inanda, wat al twee jaar of langer in beledigende verhoudings leef. Agt deelnemers het die navorsingsproses voltooi en is met behulp van die doelgerigte steekproefmetode gekies.
Hierdie studie bied 'n insig in die werklikheid van hoe vroue hul ervarings van mishandeling verwerk en betekenisse gee. Daarom het die navorsing probeer om die literatuur en die groter gemeenskap in te lig oor die ervarings van vroue in beledigende verhoudings. / Iningizimu Afrika yaziwa ukuthi inesilinganiso esiphakeme kunazo zonke sodlame olususelwa ebulilini emhlabeni jikelele. Lolu cwaningo lwekhwalithi lubheka udlame olususelwa ebulilini kusetshenziswa ukuhumusha okuyi-phenographical paradigm kanye
nobungqingili bezamasiko njengoba bobabili abahlanganyeli bavunyelwe ukuba banikezwe izwi. Lolu cwaningo lwenze ukuthi abesifazane abahlukunyeziwe bakhulume ngokubona
kwabo ngokwenzeka kwabo. Inhloso yokuqala yocwaningo isekelwe ekuqondeni okwandayo kwemigoqo engahle ivimbele abesifazane ukuba bashiye abahlukumezi babo. Okutholakele
okukhulu kuveza ukuthi ukuxhaphaza izisulu, ukuhlukunyezwa ngokwezimali, ukwahlukaniswa nezimpendulo ngezinsizakalo zezenhlalo nezomthetho kusebenza njengezithiyo kwabesifazane beshiya abalingani babo abahlukumezayo. Inhloso yesibili
inomthelela ekuqondeni kwezimpawu zobungozi ezinomthelela udlame olususelwa ebulilini.
Ngaphezu kwalokho, lolu cwaningo lubheka umthelela wokuhlukunyezwa isikhathi eside kwabahlanganyeli.
Abangu-8 ababambe iqhaza baphothula inqubo yokucwaninga futhi bakhethwa besebenzisa indlela enamasampula enenjongo.
Okusemqoka ukuthi lolu cwaningo luhlinzeka ngokuqonda kweqiniso lokuthi abesifazane basebenza kanjani futhi banikeze izincazelo kulokho kwabo okuhlukumezeka. Ngakho-ke, lolu cwaningo lufune ukwazisa izincwadi kanye nomphakathi omkhulu ngokuhlangenwe
nakho kokuphila kwabesifazane ebudlelwaneni bokuhlukumeza. / Psychology / M.A. (Psychology)
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Teachers' experiences of power relations as psychological violence / Alecia Human-van der WesthuizenHuman-van der Westhuizen, Alecia January 2012 (has links)
The purpose of this study is to examine teachers’ experiences of power relations as
psychological violence and the impact it has on their health. This study, using a qualitative
approach, thus investigates the association between power relations and the dimensions
thereof and how it manifests as psychological violence. In turn, it may have detrimental
effects on the health of the teacher and the whole teaching-learning process. Based on the
findings, recommendations for this - and future research - are proposed.
Open-ended phenomenological interviews were used to collecct the qaulitative data. Eleven
participants indicated their willingness to be individually interviewed for the study. The
qualitative findings indicated that teachers experience power relations as psychological
violence, it is experienced severely and emanates mostly from colleagues in management
positions. The most prevalent and severe forms of power relations as psychological violence
as experienced by teachers include being subjected to power abuse from principals; being
subjected to autocratic management styles and management’s power abuse through the
abdication of responsibility. The most severe physical health consequenses as experienced
by teachers include feeling tired and experiencing physical ill health. It further emerged that
the most severe phychological health consequenses were experienced in the form of feelings
of helplessness and feeling emotional or wanting to cry. Teachers’ lack of work productivity
and motivation were the most severe behavioural consequense because of the experience of
power abuse as psychological violence. Teachers’ personal and family relations and
teachers withdrawing socially were the most evident social consequense due to negative
experiences.
The findings from the study indicated that teachers experience power relations as
psychological violence in various forms and that it is highly prevalent. The research results
have shown that teachers identified many dimensions of power relations, such as
management styles, the perception or experience of someone’s power or “weak point”,
possessing no power or status, female teachers being treated in a subordinate manner and
racial or cultural differences of others as a contributer to abuse power in relationships at
school.
This study contributes towards the power relations and psychological violence literature in
general and in particular, teachers’ experiences in South Africa. In the light of the findings
the study recommends that teacher support programmes should be put in place in order to
address the experience of power relations as psychological violence. It further recommends that teachers and students studying to become teachers should be provided with information
about power relations as psychological violence to create awareness. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013
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Teachers' experiences of power relations as psychological violence / Alecia Human-van der WesthuizenHuman-van der Westhuizen, Alecia January 2012 (has links)
The purpose of this study is to examine teachers’ experiences of power relations as
psychological violence and the impact it has on their health. This study, using a qualitative
approach, thus investigates the association between power relations and the dimensions
thereof and how it manifests as psychological violence. In turn, it may have detrimental
effects on the health of the teacher and the whole teaching-learning process. Based on the
findings, recommendations for this - and future research - are proposed.
Open-ended phenomenological interviews were used to collecct the qaulitative data. Eleven
participants indicated their willingness to be individually interviewed for the study. The
qualitative findings indicated that teachers experience power relations as psychological
violence, it is experienced severely and emanates mostly from colleagues in management
positions. The most prevalent and severe forms of power relations as psychological violence
as experienced by teachers include being subjected to power abuse from principals; being
subjected to autocratic management styles and management’s power abuse through the
abdication of responsibility. The most severe physical health consequenses as experienced
by teachers include feeling tired and experiencing physical ill health. It further emerged that
the most severe phychological health consequenses were experienced in the form of feelings
of helplessness and feeling emotional or wanting to cry. Teachers’ lack of work productivity
and motivation were the most severe behavioural consequense because of the experience of
power abuse as psychological violence. Teachers’ personal and family relations and
teachers withdrawing socially were the most evident social consequense due to negative
experiences.
The findings from the study indicated that teachers experience power relations as
psychological violence in various forms and that it is highly prevalent. The research results
have shown that teachers identified many dimensions of power relations, such as
management styles, the perception or experience of someone’s power or “weak point”,
possessing no power or status, female teachers being treated in a subordinate manner and
racial or cultural differences of others as a contributer to abuse power in relationships at
school.
This study contributes towards the power relations and psychological violence literature in
general and in particular, teachers’ experiences in South Africa. In the light of the findings
the study recommends that teacher support programmes should be put in place in order to
address the experience of power relations as psychological violence. It further recommends that teachers and students studying to become teachers should be provided with information
about power relations as psychological violence to create awareness. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013
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Die vrou as outobiograaf: die Suid-Afrikaanse konteksNortje, Sandra 30 June 2007 (has links)
This dissertation is a report on a study about autobiography as genre, focusing on the voice
of the white, Afrikaans-speaking woman. The point of departure for this study was a survey
of the number of autobiographies written in Afrikaans by these women. With the focus on
the limited number of such autobiographies three autobiographies were studied, namely,
Met die Boere in die veld (Sarah Raal), My beskeie deel (M.E.R.) and 'n Wonderlike geweld
(Elsa Joubert). Within the framework of the complexity systems theory the role of the
observer (author/reader) was studied to determine the possibility of demonstrating that
when reading/writing an autobiography, some epistemological changes may occur,
manifesting as conceptual changes in the mind of the observer. It could be demonstrated
that because of women's sensitivity to interpersonal relationships they are capable of acting
as unique registers of the complexity of individual existence, while remaining aware of the
constant influence, effect and needs of the other. / AFRIKAANS & THEORY OF LIT / MA (AFRIKAANS)
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Paulo Freire se benadering tot leer en onderrig as teenvoeter vir die kultuur van geweld teen vroue en kinders in Suid-Afrika / Paulo Freire’s approach to learning and teaching as an antidote against the culture of violence against women and children in South AfricaKloppers, Daniel Frederik 09 1900 (has links)
Die Brasiliaanse opvoedkundige Paulo Freire word as een van die belangrikste opvoeders van die twintigste eeu beskou. Sy benadering tot volwasse onderrig is op verskeie terreine toegepas maar nooit direk as teenvoeter vir geweld teen vroue en kinders aangewend nie. Die doel van hierdie studie was om vas te stel op welke wyse Paulo Freire se benadering tot leer en onderrig in volwasse basiese onderrig as teenvoeter kan dien vir die kultuur van geweld teen vroue en kinders in Suid-Afrika. Die studie bestaan uit ’n analitiese literatuurstudie en ’n kwalitatiewe studie met elf deelnemers.
Ten einde die navorsingsvraag te beantwoord neem die studie ‘n aanvang met ’n literatuurstudie oor die redes vir geweld teen vroue en kinders. Daarna val die fokus op volwasse basiese onderrig [VBO], volwasse leer en die knelpunte in VBO in Suid-Afrika. In die volgende hoofstuk word die literatuur ten opsigte van Freire se werk en sy benadering tot volwasse onderrig bespreek. Kernelemente van sy benadering word getabuleer waarna kritiek op en die belang van sy benadering, sowel as die toepassing daarvan, in Afrika en Suid-Afrika bespreek word.
In die kwalitatiewe empiriese studie word die resultate van die vrae in die onderhoudsgids met betrekking tot geweld en VBO bespreek waarna die resultatate in die laaste hoofstuk in die lig van die literatuurstudie geanaliseer word.
Nadat die data beoordeel is, word aanbeveel dat, hoewel kennis geneem moet word van die uitdagings in VBO en Freire se benadering, die benadering steeds as ’n middel in basiese volwasse onderrig gebruik kan word om geweld die hoof te bied. ’n Praktiese voorstel vir teengeweldonderrig word gemaak met behulp van ’n
teengeweldlesplan vir VBO. Die navorsing sluit af met beperkings van die studie en voorstelle vir optrede. / The Brazilian educator Paulo Freire is considered to be one of the most important educators of the twentieth century. His approach to adult education has been applied to various fields, but never directly to prevent violence against women and children. The purpose of this study was to ascertain how Freire’s approach to learning and teaching can be used as an antidote against violence against women and children in South Africa. The study consists of an analytical literature review and qualitative study with eleven participants.
To answer the research question, the study commences with a literature study on the reasons for violence against women and children. Therafter the focus shifts to the adult basic education, adult learning and the restraints in adult basic education in South Africa. In the next chapter Freire’s work and his approach to adult education is dis-cussed. Key elements to his approach is tabled whereafter critique on and the im-portance of his approach, as well as its application in South Africa, is discussed.
In the qualitative empirical study the results of the questions in the interview guide with regard to violence and adult basic education is discussed, whereafter the results are analised in the final chapter in view of the literature study.
After the consideration of the data, it is recommended that cognisance must be taken of the challenges to adult basic education and Freire’s approachwhich can still be utilised as a medium in adult basic education to combat violence. A practical proposal for antiviolence education is made through a antiviolence lesson plan for ABE. The research concludes with limitations and recommendations. / ABET and Youth Development / M. Ed. (Adult Education)
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Die vrou as outobiograaf: die Suid-Afrikaanse konteksNortje, Sandra 30 June 2007 (has links)
This dissertation is a report on a study about autobiography as genre, focusing on the voice
of the white, Afrikaans-speaking woman. The point of departure for this study was a survey
of the number of autobiographies written in Afrikaans by these women. With the focus on
the limited number of such autobiographies three autobiographies were studied, namely,
Met die Boere in die veld (Sarah Raal), My beskeie deel (M.E.R.) and 'n Wonderlike geweld
(Elsa Joubert). Within the framework of the complexity systems theory the role of the
observer (author/reader) was studied to determine the possibility of demonstrating that
when reading/writing an autobiography, some epistemological changes may occur,
manifesting as conceptual changes in the mind of the observer. It could be demonstrated
that because of women's sensitivity to interpersonal relationships they are capable of acting
as unique registers of the complexity of individual existence, while remaining aware of the
constant influence, effect and needs of the other. / AFRIKAANS and THEORY OF LIT / MA (AFRIKAANS)
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Implementeringsraamwerk vir ʼn heelskoolbenadering teen skoolgeweld gegrond op geïntegreerde helende onderwys / An implementation framework for a whole-school approach to school violence based on integrated healing education / Letlhomeso la tsenyotirisong la molebo wa sekolo sotlhe wa tirisodikgoka ya kwa sekolong o o theilweng mo thutong e e golaganeng e e alafangKloppers, Daniel Frederik 06 1900 (has links)
Abstracts in Afrikaans, English and Southern Sotho / Geweld en skoolgeweld veroorsaak ernstige maatskaplike ontwrigting in Suid-Afrika.
Die metodes waarmee skoolgeweld tans hanteer word, is oneffektief en meestal op
mag en dissipline gegrond. Die doel van hierdie navorsing is om alternatiewe
benaderings vir die hantering van skoolgeweld te ondersoek en om ʼn
implementeringsraamwerk vir ʼn heelskoolbenadering teen skoolgeweld te ontwikkel.
Ten einde hierdie doel te bereik, fokus die navorsing, wat binne ʼn aangepaste
ekologiese model (AEM) onderneem is, op ʼn konseptuele analise van die aard en
inhoud van die konsepte “geweld” en “skoolgeweld”, omdat beide dikwels met
konsepte soos “mag” en “dissipline” verwar word. Beide begrippe is multidimensioneel
en kom binne al die sfere van die AEM voor. Dit sluit geweld weens verskeie oorsake,
soos psigo-biologiese faktore, strukturele geweld en reaksiegeweld in. Skoolgeweld
kom eweneens weens verskeie oorsake en in verskillende vorms binne die sfere van
die AEM voor. Voorbeelde sluit lyfstraf, boeliegedrag, bendes en strukturele skoolgeweld soos rassisme, die kwaliteit van onderwys en oorvol klasse, in.
Die navorsing toon aan dat die wyse waarop skoolgeweld tans in Suid-Afrika hanteer
word, onsuksesvol is. Dit word hoofsaaklik by wyse van mag, dissipline en ʼn
strafbenadering hanteer, wat meebring dat die verhoudings wat weens die geweld
beskadig word of skipbreuk ly, versoening tussen dader en slagoffer verhoed en dat
die slagoffer se behoeftes nie in ag geneem word nie. Die wyse waarop skoolgeweld
hanteer word, bied ook nie ʼn wyse waarop strukturele skoolgeweld bestuur kan word
nie.
Een van die alternatiewe wyses waarop skoolgeweld hanteer kan word, is herstellende
onderwys. Dit is ʼn betreklik nuwe benadering tot onderwys, wat op herstellende
geregtigheid gegrond is, maar ook proaktiewe aktiwiteite insluit. Omdat herstellende onderwys op beginsels soos verhoudings, dialoogvoering, waardegedrewenheid,
herstel en versoening gegrond is, kan dit gebruik word om skoolgeweld te beheer.
Herstellende onderwys maak van verskillende proaktiewe en reaktiewe metodes
gebruik, soos slagoffer-oortrederbemiddeling en groepsgesprekke. Dit fokus op ʼn
skoolgemeenskap wat waardegedrewe is, eerder as op oortredings. Herstellende
onderwys word egter deur ʼn aantal knelpunte gekniehalter. Die navorsing toon aan
dat hierdie knelpunte deur die Freire se benadering tot onderwys ondervang kan word.
Freire se benadering tot onderrig word aan die hand van ʼn aantal kernelemente, wat
in vyf groepe verdeel is (naamlik sy siening oor mag en bemagtiging, etiesgodsdienstige
elemente, bewustheid en aksie, dialoogvoering, onderwyspraktyk en
onderwys en die samelewing) hanteer. Die navorsing toon aan dat hierdie elemente
gebruik kan word om die leemtes in herstellende onderwys te vul en dat die twee
benaderings en ʼn aantal ander benaderings wat daarby aansluit, soos onderwys vir
maatskaplike geregtigheid, kritiese pedagogiek en die leerstellings van Mohlomi, tot ʼn geïntegreerde onderwysbenadering – geïntegreerde helende onderwys –
saamgevoeg kan word.
In die voorlaaste gedeelte van die navorsing word die beginsels van geïntegreerde
helende onderwys gebruik om ʼn praktykgerigte implementeringsraamwerk te
ontwikkel. Die raamwerk word in twee dele hanteer: eerstens die
implementeringsterreine, naamlik die geleerde en geleefde leerplanne, en tweedens
die implementeringsproses wat deur middel van deelnemende aksienavorsing uitvoer
kan word.
Die navorsing sluit af met ʼn opsomming van die navorsing, ʼn uitwysing van die
beperkings van die studie en aanbevelings vir verdere ondersoek. / Violence and school violence play havoc with South African society. Current methods
to curb school violence depend on power, discipline and a penal approach, and prove
to be ineffective. The purpose of this research was to investigate alternative
approaches to manage school violence and develop an implementation framework for
a whole-school approach to it.
This research was conducted according to an integrated ecological model. The
concepts “violence” and “school violence” were analysed as they are often confused
with the concepts “power” and “discipline”. The former pair of concepts are
multidimensional and present in all spheres of the integrated ecological model. They
include individual violence, group violence and structural violence. School violence
manifests in different forms, including bullies and gangs. This research differentiates
between controllable school violence – which is within the school community’s sphere of influence – and manageable school violence – which originates outside the school
community.
The research indicates that the ways in which school violence is currently addressed
do not consider damaged relationships because of violence, reconciliation between
the perpetrator and the victim, and the needs of the victim. In addition, they do not
contribute to the management of structural school violence.
Restorative education is a recent approach based on restorative justice and includes
proactive activities. Because it is value-driven and grounded on relationships,
dialogue, restoration and reconciliation, it can be of great use in the fight against school violence. Restorative education includes both proactive and reactive methods such as
victim-offender mediation and group discussions. It focuses on a value-driven school
community rather than infringements. However, restorative education has certain
deficiencies. This research indicates that they can be made good thanks to Freire’s
approach to education.
Freire’s approach to education comprise a number of key elements, which can be
divided into five groups, viz his views on power and empowerment; ethical-religious
elements; consciousness and action; dialogue; educational practice; and education
and the community. The research indicates that these elements can compensate for
the deficiencies in restorative education. Freire’s approach and a number of connected
approaches such as education for social justice, critical pedagogy and the doctrines
of Mohlomi, can be combined in an integrated approach to education, referred to as
integrated healing education. In the penultimate part of the research, the principles of integrated healing education
are utilised to develop a practice-orientated implementation framework. The
framework is discussed in two sections: the fields of implementation, viz the learned
and lived curricula, and the implementation process through action research.
The research concludes with a summary, limitations of the study, and
recommendations. / Tirisodikgoka le tirisodikgoka ya kwa sekolong di baka tlhakatlhakano mo baaging ba
Aforikaborwa. Mekgwa ya ga jaana ya go fedisa dikhuduego e ikaegile ka dithata,
maitsholo a a siameng le molebo wa kotlhao, mme go bonala e sa nonofa.
Maikemisetso a patlisiso eno e ne e le go batlisisa melebo e e farologaneng ya go
samagana le tirisodikgoka ya kwa sekolong le go tlhama letlhomeso la tsenyotirisong
la molebo wa sekolo sotlhe go samagana nayo.
Patlisiso e dirilwe go ya ka sekao se se golaganeng sa ikholoji. Go lokolotswe
megopolo ya "tirisodikgoka" le "tirisodikgoka ya kwa sekolong" ka ntlha ya fa gantsi e
tlhakatlhakanngwa le megopolo ya "dithata" le "maitsholo a a siameng". Sebedi sa
ntlha sa megopolo se dintlhadintsi mme di gona mo magatong otlhe a sekao se se
golaganeng sa ikholoji. Se akaretsa tirisodikgoka ya batho bongwe ka bongwe,
tirisodikgoka ya setlhopha le tirisodikgoka e e rulaganeng. Tirisodikgoka ya kwa
dikolong e tlhagelela ka dipopego tse di farologaneng, go akaretsa badipisi le
digongwana. Patlisiso eno e farologanya magareng ga tirisodikgoka e e laolegang ya
kwa dikolong – e e mo legatong la tlhotlheletso la mo sekolong – le tirisodikgoka e e
tsamaisegang kwa dikolong – e e tswang kwa ntle ga sekolo.
Patlisiso e bontsha gore ditsela tse go samaganwang le tirisodikgoka ya kwa dikolong
ka yona ga jaana ga di lebelele dikamano tse di senyegang ka ntlha ya tirisodikgoka,
poelano magareng ga modiri le motshwasetlhabelo, le ditlhokego tsa
motswasetlhabelo. Go tlaleletsa foo, ga di tshwaele mo tsamaisong ya tirisodikgoka
ya kwa dikolong e e rulagantsweng. Molebo wa pusetso ke molebo wa fa gautshwane o o theilweng mo bosiamising jwa
pusetso mme o akaretsa ditiragatso tsa pele ga tiragalo. Gonne o tsamaisiwa ke
dintlhatheo mme o theilwe mo dikamanong, dipuisano, pusetso le poelano, o ka nna
mosola thata mo ntweng kgatlhanong le tirisodikgoka ya kwa dikolong. Thuto ya
pusetso e akaretsa mekgwa ya pele ga tiragalo le ya go tsibogela tiragalo e tshwana
le tsereganyo ya motswasetlhabelo-molatofadiwa le dipuisano tsa ditlhopha. E tota
baamegi ba sekolo ba ba laolwang ke dintlhatheo go na le tlolomolao. Le gale, thuto
ya pusetso e na le makoanyana a a rileng. Thutopatlisiso eno e bontsha gore a ka
baakanngwa ka molebo wa ga Freire wa thuto.
Molebo wa ga Friere wa thuto o na le dikarolo di le mmalwa tsa botlhokwa, tse di ka
aroganngwang ka ditlhopha tse tlhano, e leng, megopolo ya gagwe malebana le
dithata le maatlafatso; dintlha tsa maitsholo-tumelo; temogo le tiragatso; puisano;
tiragatso ya thuto; le thuto le baagi. Patlisiso e bontsha gore dintlha tseno di ka emela
makoa a a mo thutong ya pusetso. Molebo wa ga Freire le melebo e mengwe e le
mmalwa e e golaganeng e tshwana le thuto ya tshiamiso ya loago, thuto e e rutang barutwana go sekaseka dithata le kgatelelo le ditumelo tsa ga Mohlomi, di ka
kopanngwa mo molebong o o golaganeng wa thuto, o o bidiwang thuto e e golaganeng
e e alafang.
Mo karolong ya pele ga ya bofelo ya patlisiso, go dirisiwa dintlhatheo tsa thuto e e
golaganeng e e alafang go tlhama letlhomeso la tsenyotirisong le le theilweng mo
tiragatsong. Letlhomeso le tlhalosiwa mo dikarolong tse pedi: lephata la
tsenyotirisong, e leng kharikhulamo e e ithutilweng le e e tshetsweng, le tirego ya
tsenyotirisong ka patlisiso ya tiragatso.
Patlisiso e konosetsa ka tshobokanyo, ditekanyetso tsa thutopatlisiso, le
dikatlenegiso. / Educational Foundations / Ph. D. (Philosophy of Education)
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