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A study of the attitudes of English-speaking high school pupils in Gauteng towards Afrikaans-speaking teachers teaching through the medium of EnglishMac Carron, Ciaran Michael 01 1900 (has links)
The purpose of this study was to investigate the attitudes of learners at English-medium schools towards teachers whose home language was Afrikaans and who taught through the medium of English. A secondary objective was to determine whether the teacher's home language had any effect on the learners' academic performance in the subject concerned.
It was found that English-speaking learners had a slightly negative attitude to Afrikaans and did not give English much consideration except as a useful means of communication. Afrikaans-speaking learners expressed a positive attitude to - and pride in - their language. They were also much more positive to English than were the English-speaking learners towards Afrikaans.
The English-speaking learners' attitude towards Afrikaans was not generally carried over to Afrikaners. However they objected to being taught English by non-English-speakers.
Gender appeared to play a role in the learners' attitudes, as the girls were generally more positive to Afrikaans than the boys and achieved higher marks than the boys in almost all the subjects covered in this study
The academic performance of learners at the English-medium schools was adversely affected by having Afrikaans-speaking teachers since, in almost every case, the learners in these teachers' classes obtained lower marks than those who were taught by English-speaking teachers.
The principal recommendation arising from this study is that, where possible, the teachers at English-medium schools should be English L1 speakers. / Linguistics / M.A. (Sociolinguistics)
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Verpolitisering van die onderwys : 'n histories-opvoedkundige ondersoek en evaluering / The politicizing of education : a historical educational research and evaluationNiit, Henry Edgar 01 1900 (has links)
Summaries in Afrikaans and English / In hierdie proefskrif word die verband wat daar tussen
politiek en onderwys bestaan vanuit 'n histories-pedagogiese
oogpunt belig sodat daar tot grondige gevolgtrekkings gekom
kan word ten opsigte van die onderwysbedeling in Suid-Afrika.
Daar word aangedui dat politiek en onderwys vanaf die
vroegste tye 'n vervlegting toon. Onderwys en politiek is
mede-afhanklik van mekaar en het ook sekere verwagtings van
mekaar. Onderwys en politiek is menslike skeppinge en as
sodanig moet dit mekaar beYnvloed.
In Suid-Afrika bet die onderwys vir n geruime tyd 'n krisis
beleef. Sekere bevolkingsgroepe was nie tevrede met die
onderwys wat bulle ontvang bet nie, terwyl ~n ander groep die
onderwys doelbewus gemanipuleer bet tot voordeel van homself.
Die gevolg hiervan was dat die onderwys in Suid-Afrika
ernstig verpolitiseerd geraak bet en sodoende die onderwys
nadelig beYnvloed bet.
Om die Heropbou- en ontwikkelingsprogram van die suidAfrikaanse
regering te laat slaag, is dit noodsaaklik dat
daar 'n gesonde wisselwerking tussen die politiek en onderwys
moet wees. Alle groepe behoort inspraak in die
onderwysbelange te he en waar moontlik moet die kultuur van
die betrokke groep in die onderwys eerbiedig word. Dit is egter noodsaaklik om te besef dat alle groepe deel vorm van
'n verenigde Suid-Afrika en dat die kinders onderrig moet
word om tot hulle volle potensiaal te ontwikkel en tot
voordeel van die staat. Die staat moet ook toesien dat
onderwys ongehinderd aan al sy burgers verskaf word sonder
dat party politieke belange op die voorgrond tree. / In this study the relationship that exists between education
and politics is highlighted from a historical-pedagogical
point of view, so that conclusions can be made regarding a
future educational system for South Africa.
It has been shown that politics and education are closely
linked. Education and politics are dependant on one another
and have certain expectations of one another. Education and
politics are created by man and as such must influence each
other.
Education in South Africa has for some time been in a crisis.
Some population groups were not satisfied with the education
they received, while another group manipulated education to
its own advantage. The consequence of this was that education
in South Africa became politicised. This has had a negative
effect on education.
For the Redevelopment Program to succeed it is necessary that
there is a balance between politics and education in South
Africa. Each population group must have a say in its own
affairs and, where possible, each group's culture must be
respected. It is, however, necessary to realize that all the
population groups are part of a united South Africa and that
all the children must be educated to the best of their abilities and to the advantage of the state. The state,
however, must ensure that education can take place without
hindrance to all its people and that no political party may
use education to its own benefit. / Educational Studies / D.Ed. (History of Education)
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The End Conscription Campaign 1983-1988 : a study of white extra-parliamentary opposition to apartheidPhillips, Merran Willis 11 1900 (has links)
The apartheid state was vulnerable to the opposition of the End Conscription Campaign (ECC) on
two fronts. From 1967 universal white male conscription was introduced, and progressively
increased until 1984. This indicated the growing threat to the apartheid state from regional
decolonisation which offered bases for the armed liberation movement. From 1977 a policy of
"reformed apartheid" attempted to contain internal black opposition through socio-economic
upliftment, but the failure of this containment intensified the need for military coercion. Minority
conscription created an ongoing manpower challenge, which the ECC exacerbated by making the
costs of conscription explicit, thus encouraging non-compliance and emigration.
Secondly, the National Party used a security discourse to promote unity among whites, offsetting
both its conscription demands and its decreased capacity to win white political support through
socio-economic patronage. After the formation of the Conservative Party in 1982, the state faced
conflicting demands for stability from the right, and for reform from the left. The ECC's opposition
intensified these political differences, and challenged conscription on moral grounds, particularly
the internal deployment of the SADF after 1984.
Through its single-issue focus the ECC was able to sidestep divisions which plagued existing
anti-apartheid opposition, uniting a variety of groups in national campaigns between 1984 and
1988. Since it could not afford to accommodate the ECC's demands, and in view of growing white
acceptance of aspects of the ECC's opposition, the state repressed the ECC to limit its public
impact.
By 1988 - in a climate of growing white discontent around the material and personal costs of
conscription, economic decline, political instability and conscript deaths in Angola - the ECC's
call for alternatives to military conscription encouraged a broader range of anti-conscription
sentiment, prompting the state to ban it. / History / M.A. (History)
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Imbalances and inequities in South African education : a historica-educational survey and appraisalNaicker, Inbanathan 06 1900 (has links)
This study, in the main, focuses on the racial imbalances and
inequities that characterised South African education between
1965 and 1992. A historical background of the South African
educational system as well as an account on the apartheid
ideology and its impact on education is presented. For the
four principle racial groups in South Africa, namely, the
Africans, Indians, Whites and Coloureds, a historicaleducational
survey of the imbalances and inequities prevalent
in pre-primary, school-based and post-secondary education in
respect of access to education, financing of education, and
human and physical resources is given. As a way forward, some
recommendations for the redressing of the imbalances and
inequities identified in this study are presented. / Educational Studies / M. Ed. (History of Education)
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The economic and socio-political factors influencing labour relations within Iscor from 1934 to 1955Langley, William Roy Curtze 11 1900 (has links)
Founded in 1928, Iscor was intended to make South Africa self sufficient in the
provision of steel while providing employment for poor whites. Economic
considerations prevailed when Iscor began replacing expensive white labour with
cheaper black labour. From 1934 to 1948 black labour was employed to curtail
costs. While being replaced by black labour, white employees' salaries and fringe
benefits remained better than those of their black colleagues. Affordable houses
were provided for white employees while blacks were housed in overcrowded
compounds. No medical or pension benefits were made available to black
employees or their families, while white employees enjoyed both. White
employees were provided with what were arguabley the finest sports facilities in
the country while black facilities were neglected. With the National Party victory in 1948 more emphasis was placed on the employment of Afrikaans speaking
white South Africans at the expense of blacks and English speaking whites. / History / M.A. (History)
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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)
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The road between Sandton and Alexandra Township : a Fanonian approach to the study of poverty and privilege in South AfricaNyapokoto, Raimond 11 1900 (has links)
The key challenge to socio-economic transformation in South Africa is closing the gap between the poor and the rich. What is distinctive about South Africa is the uneasy coexistence of poverty and opulence. This study seeks to explore the structural, historical roots of poverty among the blacks in South Africa by deploying Fanonian Critical Decolonial theory. This is the ideal theoretical approach to unmask the structural causes of poverty and inequality in South Africa. Colonial ambitions and the global political engineering of the world by America and Europe spans more than four hundred years, and is still very much alive today in subtle forms. This study asserts that this imperial history is the cause of poverty, lack of agency, and the hellish conditions under which many black people live. The rise of industrial capitalism and attendant urbanisation is at the core of this impoverishment of the black man. It is also shown that, once impoverished, the black man’s poverty gathers its own momentum, leading to more poverty that is then handed down to succeeding generations. Contrary to Eurocentric theorising, the study shows that blacks are not ‘problem’ people but people with problems, who, instead of being condemned, should be regarded with sympathy. This research thesis focuses on Alexandra Township and Sandton as symbols of poverty and privilege, respectively. The former represents Fanon’s zone of non-being where life is lived in conditions of want and poverty, whilst the latter represents the zone of being characterised by good living and prosperity. The thesis will demonstrate the fact that these anomalous socio-economic disparities are not natural but man-made, and therefore require the action of human beings to correct them. / Development Studies / M.A. (Development Studies)
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The road between Sandton and Alexandra Township : a Fanonian approach to the study of poverty and privilege in South AfricaNyapokoto, Raimond 11 1900 (has links)
The key challenge to socio-economic transformation in South Africa is closing the gap between the poor and the rich. What is distinctive about South Africa is the uneasy coexistence of poverty and opulence. This study seeks to explore the structural, historical roots of poverty among the blacks in South Africa by deploying Fanonian Critical Decolonial theory. This is the ideal theoretical approach to unmask the structural causes of poverty and inequality in South Africa. Colonial ambitions and the global political engineering of the world by America and Europe spans more than four hundred years, and is still very much alive today in subtle forms. This study asserts that this imperial history is the cause of poverty, lack of agency, and the hellish conditions under which many black people live. The rise of industrial capitalism and attendant urbanisation is at the core of this impoverishment of the black man. It is also shown that, once impoverished, the black man’s poverty gathers its own momentum, leading to more poverty that is then handed down to succeeding generations. Contrary to Eurocentric theorising, the study shows that blacks are not ‘problem’ people but people with problems, who, instead of being condemned, should be regarded with sympathy. This research thesis focuses on Alexandra Township and Sandton as symbols of poverty and privilege, respectively. The former represents Fanon’s zone of non-being where life is lived in conditions of want and poverty, whilst the latter represents the zone of being characterised by good living and prosperity. The thesis will demonstrate the fact that these anomalous socio-economic disparities are not natural but man-made, and therefore require the action of human beings to correct them. / Development Studies / M. A. (Development Studies)
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White principals examine power, privilege, and identity : the challenge of leading for equityMcCann, Julie McLaughlin 09 July 2012 (has links)
The purpose of this qualitative study was to examine the experience of white principals in understanding their white identity, privilege, and power as they worked to implement socially-just and culturally proficient schools. The findings offer insights into the following questions: 1) How do white school leaders view white identity and the impact, if any, it has on their leadership? 2) How do white school leaders relate to students of color, their parents, and the community? 3) In what ways do white school leaders engage in race talk and address issues of white identity, privilege, and power? 4) What challenges do white school leaders experience as they attempt to end racism in their schools?
The study was set in a mostly white suburban school district in the Pacific Northwest. It involved three male and two female white principals who were previously engaged in equity training. Primary data sources included two individual interviews and two focus group sessions which were audiotaped and transcribed. Data analysis involved several coding cycles to identify themes related to the research questions. The analyses indicated the white principals engaged in a number of actions which demonstrated leadership focused on becoming culturally proficient.
The knowledge and understanding principals gained in the equity training contributed to their understanding of white privilege and white identity. Their ability to name this understanding while interacting with parents and students of color helped to build relationships and created allies in their work. Due to their perceived lack of
skill and knowledge related to implementing equity efforts around cultural competence, principals shared a hesitancy to lead staff into meaningful race talk and other work around white identity, privilege, and power. Challenges also arose as principals worked to manage competing district initiatives, limited staff training time, and the need for support. / Graduation date: 2013
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A study of the attitudes of English-speaking high school pupils in Gauteng towards Afrikaans-speaking teachers teaching through the medium of EnglishMac Carron, Ciaran Michael 01 1900 (has links)
The purpose of this study was to investigate the attitudes of learners at English-medium schools towards teachers whose home language was Afrikaans and who taught through the medium of English. A secondary objective was to determine whether the teacher's home language had any effect on the learners' academic performance in the subject concerned.
It was found that English-speaking learners had a slightly negative attitude to Afrikaans and did not give English much consideration except as a useful means of communication. Afrikaans-speaking learners expressed a positive attitude to - and pride in - their language. They were also much more positive to English than were the English-speaking learners towards Afrikaans.
The English-speaking learners' attitude towards Afrikaans was not generally carried over to Afrikaners. However they objected to being taught English by non-English-speakers.
Gender appeared to play a role in the learners' attitudes, as the girls were generally more positive to Afrikaans than the boys and achieved higher marks than the boys in almost all the subjects covered in this study
The academic performance of learners at the English-medium schools was adversely affected by having Afrikaans-speaking teachers since, in almost every case, the learners in these teachers' classes obtained lower marks than those who were taught by English-speaking teachers.
The principal recommendation arising from this study is that, where possible, the teachers at English-medium schools should be English L1 speakers. / Linguistics and Modern Languages / M.A. (Sociolinguistics)
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