121 |
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)
|
122 |
Bevordering van selfaktualisering by milieu-geremde leerders binne 'n multikulturele onderwyssisteem / The promotion of selfactualisation of milieu disadvantaged learners with a multi-cultural education systemDe Bruyn, Carina Elizabeth 06 1900 (has links)
Summaries in Afrikaans and English / The promotion of multi-cultural education and the upliftment of milieu disadvantaged
children are closely related to each other, and is presently an important issue in the
South African educational system. Poor knowledge of milieu disadvantaged children
and multi-cultural education result in the loss of valuable learner potential and the
non-fulfilment of the education policy.
In this study, the promotion of self-actualisation of milieu disadvantaged children within a
multi-cultural education system is discussed from a psychological-educational
perspective. Attention is given to the problems and issues that play a defining role in
the implementation of such an educational system. The influence of the environment en
the development and functioning of milieu disadvantaged learners is investigated
further. Qualitative research is done to identify the developmental areas where most
problems occur. Finally, recommendations are made to the government, teachers and
parents that ~an serve as guidelines to promote the selfactualisation of these learners. / Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde
leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die
Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en
multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die
onderwysbeleid nie uitgevoer word nie ..
In hierdie studie word die bevordering van selfaktualisering van milieu-geremde
leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige
perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n
bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem
speel. Die invloed van die omgewing op die ontwikkeling en funksionering van
milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om
die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer.
Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as
riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder. / Educational Studies / M. Ed. (met spesialisering in Voorligting)
|
123 |
Relevansie van kultuurgebonde onderwys vir die verwesenliking van behoorlike volwassewording : 'n studie in tydsperspektiefLiebenberg, Barend Frederik 11 1900 (has links)
Summaries in English and Afrikaans / In die verlede het matrikulante van Tswanaskole in die Noord-Kaap oor die algemeen nie goeie
uitslae verkry nte. Politieke onstabiliteit wat tot klasboikotte aanleiding gegee het, was as een van die
hoofredes aangevoer.
Die hoofoorsaak van hierdie navorsing is om die rol van kultuur wat tot swak prestasie lei, te bepaal.
Met behulp van literatuurstudie is bepaal dat daar 'n noue verband tussen onderwys/opvoeding,
volwassenheid en kultuur bestaan. Geen mens kan volwassenheid bereik sonder opvoeding nie en
verskillende kulture het verskillende kriteria vir volwassenheid.
Die skole in Suid-Mrika is oop vir alle rassegroepe en die gevolg is dat 'n verskeidenheid van
kultuurgroepe in een klaskamer onderrig ontvang. Om kontlik en misverstande in die klaskamersituasie
te voorkom, kan van multikulturele onderwys gebruik gemaak word.
Met die empiriese ondersoek is deur middel van vraelyste en onderhoude probeer vasstel watter
kultuuraspekte 'n rol speel in die swak akademiese prestasies onder Tswana-matrikulante.
Die medium van onderrig is 'n probleem in 'n multikulturele land waar dit soms, tot nadeel van die
kind, onprakties is om moedertaalonderrig toe te pas. Wat Engels as medium van onderrig betref, is
dit problematies vir baie Tswanas in die Noord-Kaap wat voorskools min met Engels in kontak kom.
Wat die kultuur-historiese aspekte betref, is die Tswanas trots op hulself en wil graag kontak maak
met ander kultuurgroepe en meer van hulle leer. Sosiaal-ekonomies woon baie Tswanas as uitgebreide
gesinne in klein huise.
Onderwysers sal professioneel moet optree in die uitvoering van hulle pligte. Leerlinge sal
verantwoordelikheid moet erken vir hulle dade en saam sal beide onderwysers en leerlinge moet bou
aan die skep van 'n leerkultuur by die skool. / Matriculants from Tswana schools in the Northern Cape generally have been achieving poor results.
Political instability leading to class boycots has been regarded as one of the main reasons.
The main reason for this research is to determine the role played by culture in the achievement of
poor results. A literature survey has indicated that there is a close interrelationship between education/
upbringing, adulthood and culture. A human being cannot reach adulthood without education
and different cultures have different criteria for maturity.
Schools in South Africa are open to all race groups which results in a variety of cultural groups
receiving education in the same classroom. To avoid misunderstandings and conflicts in the classroom,
multicultural education may be used.
With the empirical investigation by means of questionnaires and interviews an attempt is made to
determine which cultural aspects play a role in the poor academic results achieved by Tswana matriculants.
The medium of instruction is a problem in a multi-cultural country where it is sometimes impractical
to apply mother tongue education. As far as English as medium of instruction is concerned, it is
problematic for many Tswanas in the Northern Cape as they are seldom exposed to it during their
pre-school years.
As far as the cultural-historical aspects are concerned, the Tswana is a proud people who gladly make
contact with and want to learn from other cultures. Socio-economically many Tswanas live as e..'Ctended
families in small dwellings.
Educators will have to act professionaly in the execution of their duties. Pupils will have to accept
responsibility for their actions and build, with the teachers, a cultUre of learning at every school. / Educational Studies / D. Ed. (Historiese Opvoedkunde)
|
124 |
History teaching in South Africa within the context of the human and social sciences : an outcomes-based approach with reference to anti-racismManyane, R. Motse 11 1900 (has links)
This study begins by analysing and exploring problems associated with (a) history
teaching as part of the Human and Social Sciences learning area, (b) history teaching
within an Outcomes-based approach, and (c) history teaching and racism. In an effort
to provide solutions to these problems the study proceeds to propose a framework for
teaching history within the Human and Social Sciences learning area, to suggest a
viable Outcomes-based approach to teaching history in the context of this learning area,
and an attempt is also made to provide criteria for an anti-racist approach to history
teaching. Further, teaching and learning strategies of how far learners can exhibit antiracist
perspectives and attitudes have been developed.
Overall, the study found that an interdisciplinary approach - intended to preserve
history's identity within the Human and Social Sciences learning area- is worthwhile
and essential, given the rich potential of the discipline to enrich and even gain from the
unique insights that other disciplines within the learning area can provide. It is evident
that history, either by itself or in association with other disciplines, lends itself well to
Outcomes-based Education; and that while it is important and necessary to differentiate
between learning outcomes on the one hand, and aims and objectives on the other, the
former and the latter two demonstrate some significant overlaps.
Given the crucial importance of improving race and a range of other relations in South
Africa, the findings of the study seem to prove to be a feasible and indeed critically
important way in which history teaching could deal with racial and other forms of viprejudice,
injustice and discrimination. This seems to be the case because the findings
reveal that learners registered progress in various aspects of anti-racist history
teaching. Given the gains by learners, therefore, an Outcomes-based history teaching
within the Human and Social Sciences learning area would seem to be an essential
approach to learning programme development in the South African system of education
and training. / Educational Studies / D. Ed. (Didactics)
|
125 |
Relationship formation in multicultural primary school classroomsMathunyane, Lenkwane Henry 06 1900 (has links)
The research was undertaken to analyse and evaluate the nature and quality of
interactions in multicultural primary school classrooms. Special attention was
focused on the influence 25 independent variables had on the dependent
variable, namely group membership.
Literature indicates that warm and nurturant relationships within the family help
the child to achieve independence and promote social adjustment outside the
home. Literature also reveals that self-acceptance and acceptance of others are
dependent on the self-concept, and that acceptability in peer groups is enhanced
by characteristics such as friendliness, cooperation, emotional stability and
intellectual ability. It is essential to mention that some researchers claim that
within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination
is evident in the choice of friends in multicultural classrooms.
The empirical research was undertal<.en by administering four measuring
instruments, namely own designed questionnaire, the sociogram, the self-concept
scale for primary school pupils and the children's personality questionnaire to
121 standard five pupils in multicultural primary schools. The administering of
these instruments was aimed at determining the influence of the independent
variables on the dependent variable. The stepwise discriminant analysis method
revealed that of the 25 independent variables, only six, namely family
background, friendship skills, gender, scholastic achievement and personality
factors E (submissive versus dominant) and Q3 (undisciplined versus controlled)
contributed to the variance in group membership.
The multiple discriminant function was used to determine how close the
individual scores of children were, in a given friendship group. The general
pattern obtained, indicated that children choose each other on the basis of
similar characteristics. A point that clearly came to light, is that race and
language/culture do not contribute to the variance in group membership.
Children formed various friendship groups across racial and cultural lines.
In view of the aforementioned findings, the researcher made recommendations
on ways in which parents and teachers can create suitable teaching and learning
environments for children from diverse cultural milieus. / Psychology of Education / D.Ed. (Psychology of Education)
|
126 |
Ontstaan en ontwikkeling van sub- en kontrakulturele jeuggroeperinge in Suid-Afrika vanuit 'n opvoedkundige perspektiefMeier, Corinne 01 1900 (has links)
Summaries in English and Afrikaans / In elke samelewing kan die jeug as 'n opsigselfstaande groep geldentifiseer word. Die unieke eienskappe van die jeugfase lei tot die ontstaan· van konstruktiewe of subkulturele
jeuggroeperinge en destruktiewe of kontrakulturele jeuggroeperinge. Sub- en kontrakulturele jeuggroeperinge oefen 'n direkte invloed op die onderwys en opvoeding van die jeug uit. 'n Ondersoek na die faktore wat aanleiding gee tot die ontstaan en ontwikkeling van sub- en kontrakulturele jeuggroeperinge is in die lig daarvan van dwingende belang. 'n Analise van die stambegrippe kultuur, subkultuur en kontrakultuur is 'n voorvereiste vir die begryp en verstaan van die tema ter sprake. Kultuur is die somtotaal van menslike betrokkenheid in sy materiele en nie-materiele wereld. Hierdie betrokkenheid lei tot kultuurvorming. Die vorming, oordrag en verandering van kultuur bet 'n bepaalde gesindheidsverandering by individue tot gevolg. Die nie-konfonnering met kultuurverandering het die fonnulering van 'n altematiewe of subkulturele stel waardes en nonne tot gevolg. 'n Subkultuur kan beskryf word as enige segment van die dominante kultuur waarvan die waarde en normstruktuur van die dominante kultuur verskil, maar nie in konflik daarmee is nie. Die algehele afwysing of pogings tot die omverwerp van dominante waardes en nonne het kontrakulturele waardes en norme tot gevolg. Sub- en kontrakulturele jeuggroeperinge is eiesoortig van aard. Subkulturele jeuggroeperinge
funksioneer met gemak in die dominante kultuur. Kontrakulturele jeuggroeperinge word deur die dominante kultuur as 'n bedreiging beskou. Die faktore wat tot die ontstaan en ontwikkeling van sub- en kontrakulturele jeuggroeperinge in Suid-Afrika aanleiding gee, kan kortliks saamgevat word as: politieke omstandighede, ideologiese invloede, ekonomiese, demografiese, sosiale (waaronder 'n gedepriveerde sosiale omgewing en
huislike faktore, gesinsgrootte, enkelouergesinne, gesagskrisis, generasiekonflik en religieuse faktore), kulturele vervreemding en onderwyskundige faktore.
Kontrakulturele jeuggroeperinge wat op geweld uitloop, bet 'n destruktiewe invloed op die fisiese en psigiese omgewing van die skool, die medeleerlinge, die gesagsdraers en die leeromgewing. Desnieteenstaande staan die skool in 'n ideate posisie ten opsigte van die identifisering, rehabilitering en akkommodering van kontrakulturele jeuggroeperinge en die onderrig van lewensvaardighede waardeur anti-normatiewe gedrag afgewys kan word. / In every society the youth can be identified as a separate group. The unique characteristics of the youth phase results in constructive or subcultural youth groupings, as well as destructive or countercultural youth groupings. Sub- and countercultural groupings exert a direct influence on the instruction and education of the youth. An investigation of the factors giving rise to the development of sub- and countercultural youth groupings is therefore imperative. An analysis of the key concepts of culture, subculture and counterculture is a prerequisite for the comprehension of the theme at issue. Culture is the sum total of people's involvement in their
material and nonmaterial world. This involvement generates culture. Culture, and the forming, transmission and change of culture results in a change of mindset in individuals. Nonconformity with cultural change results in the formulation of an alternative or subcultural set of values and norms. A subculture can be defined as any segment of the dominant culture that subscribes to a set of values and norms that differ from, but are not in conflict with, those of the dominant culture. Complete rejection of, or attempts to overthrow dominant values and norms result in the formation of countercultural values and norms. Sub- and countercultural youth groupings are unique. Subcultural youth groupings function with ease in the context of the dominant culture. Countercultural youth groupings are perceived as a threat by the dominant culture. The factors leading to the origin and development of sub- and countercultural youth groupings in South Africa can be briefly summarised as: political circumstances, ideological influences, economic, demographic and social influences (including a deprived social environment and domestic factors, family size, single-parent families, authority crises, generation conflict and religious factors), cultural alienation and educational factors. Countercultural youth groupings that resort to violence have a destructive influence on the physical and psychic school environment, on fellow pupils, on office-bearers and on the learning environment. Despite all this, however, the school is ideally placed to identify, rehabilitate and accommodate countercultural youth groupings and to provide instruction in life skills with a view to expelling antinormative behaviour. / Educational Studies / D. Ed. (Historiese Opvoedkunde)
|
127 |
Multikulturele onderwys in die VSA, Afrika en die RSA : 'n histories-vergelykende ondersoek en evalueringMeier, Corinne 03 1900 (has links)
Text in Afrikaans / Multikulturele onderwys is die uitkoms van demokratiseringstendense wereldwyd.
Die Verenigde State van Amerika, Zimbabwe en die Republiek van Suid-Afrika is as eksemplare geselekteer om die wordingsgang van multikulturele onderwys te ondersoek. Die wordingsgang
toon duidelike ooreenkomste met die wordingsgang van gesegregeerde, monokulturele onderwysstelsels. Weerstand teen die eksklusiewe aard van monokulturele onderwys het uitgeloop op die ontwikkeling en implementering van multikulturele onderwys.
In die Verenigde State van Amerika word die implementering van multikulturele onderwys wetlik afgedwing. Multikulturele onderwys in Zimbabwe word nie s6 intensiefverreken nie. In
die onderwys van Zimbabwe val die klem oorwegend op Afrikanisering en lewensvoorbereiding en daarna op die optimale hantering van kultuurdiversiteit.
Onderwys in die Republiek van Suid-Afrika is steeds gesegregeer en hoofsaaklik monokultureel.
Dit blyk uit die beleidsdokumente van onderwysbelanghebbendes dat 'n toekomstige onderwysbedeling dieselfde weg as die in Zimbabwe gaan volg. Die onderrig van samelewingsvaardighede word as prioriteit gestel. / Multicultural education is the consequence of universal trends towards democratisation.
The United States of America, Zimbabwe and the Republic of South Africa were selected as
exemplars to investigate the emergence of multicultural education. There are distinct similarities
between this process and that of the development of segregated monocultural education systems.
Opposition to the exclusive nature of monocultural education resulted in the establishment and
implementation of multicultural education.
In the United States of America multicultural education is enforced by legislation. Multicultural
education in Zimbabwe is not applied as stringently. Zimbabwe's educational model emphasises
Africanisation and the preparation for life, also proficiency in dealing with cultural diversity.
Education in the Republic of South Africa remains segregated and predominately monocultural.
From the policy documents of those parties interested in education it seems that any future
educational dispensation will follow a course similar to that of Zimbabwe. The teaching of
societal skills enjoys precedence. / Educational Studies / M. Ed. (Historical Education)
|
128 |
The role of cultural diversity on social wellness in a primary school in GautengNkomo, Annah Ndlovu 04 1900 (has links)
This study investigates the role of cultural diversity on social wellness in a diverse
school setting. It explores the views of learners and teachers on issues pertaining to
cultural diversity and social wellness in the school. An integrative lens encompassing
Hettler’s (1970) wellness theory and Letseka’s (2000) Ubuntu principle were used as
the framework to guide the study. The interpretivist paradigm was used because the
research method for this study is qualitative in nature. Purposive sampling was used in
this study where fifteen participants were selected. The approach used is a case study,
with the case being a multicultural primary school in Gauteng Province, South Africa.
Ethical clearance was obtained from the Unisa’s Ethics Committee. Furthermore,
permission was granted by the Department of Basic Education and the school’s
principal. All participants signed consent and assent letters before data were collected.
Learner participants gave their assent to take part in the study after consent had been
obtained from their parents and guardians prior to the commencement of data
collection.
Data collected reflected the participants’ understanding of the need and means to
promote social wellness within a culturally diverse school setting. It also suggests that it
is possible to make diversity work for, instead of against us as is advocated for by
Sheets (2005). The themes that emerged from collected data were: knowing one
another as well as each other’s cultures, respect for equality and human dignity, loving
kindness and compassion towards everyone, practicing good manners and discipline
towards everyone, positive social interaction/desired attitude and also leading by
example. These themes form guidelines that can be used in promoting social wellness
in the school. / Inclusive Education / M. Ed. (Inclusive Education)
|
129 |
The status of indigenous music in the South African school curriculum with special reference to isiZuluMkhombo, S. M. (Sibongile Margaret) 02 1900 (has links)
Text in English / The research raises concern for the practical and theoretical problems confronting pre-primary to secondary schools regarding the implementation of indigenous African music in the present curriculum. This research investigates the status of indigenous African music in the South African school’s curriculum for the purposes of its inclusion with special reference to isiZulu. The study utilised qualitative interview, observation method and existing documents for the collection of data. Participants were asked to highlight the importance of including indigenous African music in the present curriculum as a core subject, and secondly, what can be done to promote indigenous African music to South African communities? This study records the importance of isiZulu belief systems, customs and performance tradition. It looks at indigenous isiZulu music both past and present, what it offers to the community of South Africans.
The research reveals that isiZulu music can be used to recall enjoyable commemorations, express peace, and happiness and motivates team spirit as it can organise activities geared towards community development if included in the school curriculum. It also nurtures social integration, which can enhance understanding in learning. Some songs are composed to instil socio-cultural values in establishing social relationships amongst the individuals and societies, also consolidate social bonds and create patriotic feelings. Music also contributes to the child’s development and psychological abilities. The study further revealed that the battle for the soul of African Languages is not yet over. Rather than the languages becoming increasingly appreciated and embraced by the owners, there is evidently a decline (Salawu, 2001). This worrisome decline is marked by the advancement of technology and craves modernity; they see everything (culture, indigenous African music and language) as primitive. It is apparent that the originality and excellence in African culture and languages are quickly vanishing, as there remains only a small indication of that genuine tradition. The study therefore, helps Black South Africans generally to relate to their folk-lore and to maintain their cultural principles, values and rebuild their sense of national identity and will also work to broaden the curriculum in schools from Foundation Phase to the FET Phase. / Linguistics and Modern Languages / D. Phil. (Languages, Linguistics and Literature)
|
130 |
Mirrors and windows : a case study of the effectiveness of teaching strategies employed in racially diverse classrooms at one primary school in the Gauteng Province in South AfricaNenweli, Mmahlomotse Sekinah 15 November 2019 (has links)
This study used Bhaskar’s Critical Realist ontology as meta-theory reinforced by Margaret
Archer’s Social Realist Theory as an analytical framework to help obtain a deeper
understanding of the contributory mechanisms to the provision of equal opportunities to
learn in racially diverse South African classrooms in a chosen primary school in Pretoria, South
Africa. The study applied Archer’s Morphogenesis/Morphostasis analytical framework in an
attempt to understand whether or not the school has transformed or reproduced the status
quo on opportunities to learning after democracy. In particular, the study focused on the
provision of equal opportunities to learn irrespective of their racial or cultural backgrounds.
Archer’s analytical dualism was used to scrutinise the interaction between ‘parts’ (structure
and culture) and the ‘people’ (agency). Thus, the focus was to uncover the fundamental
factors that enable and constrain the provision of equal opportunities to learn in a class with
racially diverse learners. This entailed the separation of structures (policies, systems, and the
school governance structures), cultures (beliefs and values and how do they affect teaching
and learning) and agents (people such as teachers, learners, school principals, amongst others
and their ability to act (agency) within and upon their own world with regard to their social
roles and positions to stimulate their emergent properties and powers.
In this study, I explored how the emergent properties and powers contained in the learning
resource material, policies, and ideational and agential components assisted in the
production of certain actions and practices in relation to teaching and learning in a racially
diverse environment. I examined these generative mechanisms to identify whether they
enabled or constrained the provision of equal opportunities to learn within a racially diverse
classroom context. Qualitative research methodologies were applied through the use of semistructured
interviews, classroom observations and document analysis as data collection
methods.
At the domain of structure, the findings of the study revealed that the notion of ensuring that
all learners have access to basic education without discrimination of any kind was a critical
mechanism that provided learners from racially diverse contexts with physical access. Arabia
(pseudonym) Primary School had enough classrooms and teaching and learning materials to cater for all learners. The South African Schools Act1 (SASA) (1996) and the admission policy
of the school were found to be enabling factors in terms of admission of racially diverse
learners into the school as there is no encouragement of discrimination of any kind. The
school’s religious policy was also found to cater for the learners’ diverse religions, however,
it is silent about learners who are not religious.
The study found that there was a mismatch between the staff complement and learner
enrolment as teachers were predominantly White while learners were mainly Black Africans.
Ideally, it will be better for the school to strive towards a racially diverse teaching staff
complement to match the racially diverse learners. The current situation may have
implications for the provision of equal opportunities to learn. The study also realised that,
since there was evidence of racial and cultural incongruity between learners and teachers, it might take time for the school to match the now racially diverse learner enrolment with a
racially diverse staff complement. This may require transforming the staff complement
through the employment of teachers who can speak different African languages and can
accommodate and represent diverse cultures in teaching and learning.
A constraining mechanism to the provision of equal opportunities to learn was the time
assigned to some of the lessons. In some instances, it was found that lessons scheduled for thirty minutes were limited in terms of teaching and learning activities possible in this time
frame, thereby hampering the provision of equal opportunities to learn.
Within the domain of culture, an important mechanism that was identified was the discourse
of the language of learning and teaching (LOLT). The LOLT, specifically English, was found
constraining to the provision of equal opportunities to learn to learners of African descent.
Learners whose home language was English benefited more in terms of knowledge and
understanding of lessons compared to the majority of black African learners who spoke
indigenous languages. This points to the need to review the language policy of the school in order to accommodate the local indigenous African languages. However, this may be a
complex exercise considering that the black African learners speak different indigenous
languages.
In the domain of agency, the study found that the Head of Department (HoD) possessed the authority to guide teachers regarding the Learning Areas that they teach, the approaches to teaching and learning, as well as the learning activities that they have to carry out. This meant
that they provided curriculum leadership, thus they could exercise more agency in this regard.
Data also revealed that, although the curriculum was found to be relevant to racially diverse
classes, teachers were unable to integrate racial diversity to the topics covered in the
prescribed textbooks, particularly those that were largely based on western knowledge. This implied that teachers who participated in the study were not prepared for racially diverse
classes. It will be necessary to integrate learners’ indigenous knowledge into the western
knowledge content and concepts in order to enhance their epistemological access and
provide equal opportunities to learn, thus appreciating local community knowledge in
education and development. Curricula should also be reviewed in order to align them to the school’s clientele base/learners towards enabling the provision of equal opportunities to learn.
Overall, this study concludes that, although the school had experienced Morphogenesis in
terms of learner enrolment from a predominantly racially singular to a racially diverse learning
population. However, the apartheid-era culture of the school was still reproduced due to the Morphostasis of the (White) teacher complement, the languages taught and the dominant
school culture that was not congruent with the majority of the (Black) learners. I believe that
the findings from this study may provide the conceptual and empirical foundations towards
understanding whether teachers provide or fail to provide equal opportunities to learn in
racially diverse classrooms in a country emerging from apartheid. I note that this is a singular
case study that is not necessarily generalisable. However, it can provide insights into the
extent of provision of equal opportunities to learning for the racially diverse learner
population across South African schools. / Science and Technology Education / D. Phil.
|
Page generated in 0.1184 seconds