Bibliography / Thesis (MEdPsych))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Background: ‘Self-esteem development’ is an outcome in the South African education curriculum.
However, it does not appear to be underpinned by (a) clear and/or comprehensive understanding(s),
potentially endangering its realisation. Rationale: In developing (a) contextualised understanding(s) in
cosmopolitan South Africa, extant scholarship offers a limited resource. It is largely ‘westernised’,
quantitative, and privileges the often conflicting understandings of academics thereby marginalising
‘non-academic’ role players. Gaining currency, inclusive Mode 2 hybrid trans-disciplinary research
aims to augment understandings by bridging the academic – practice disconnect, championing
epistemological contextualisation, democratisation and collaboration between different role players.
Furthermore, Shavelson, Hubner and Stanton’s (1976) classic review of ‘self-concept’ scholarship
which generated a landmark new model, and Marsh and O’Mara’s (2008) declaration of its
multidisciplinarity, resonate with this study’s approach. Main Research Question: Focusing on the
frequently associated concept of ‘self-esteem’, this study asked the main research question: “What
is/are a trans-disciplinary collaborative team’s facilitated understanding(s) of ‘self-esteem’ and ‘selfesteem
development in the (South African) educational context(s)’?” Aim: This study involved hybrid
trans-disciplinary collaboration between the voices of scholarship and ‘non-academic’ and ‘local’
voices aiming to develop a ‘new’ inclusive and contextually sensitive model. This study’s hybrid
EMDC or local education authority trans-disciplinary collaborative team consisted of school, intern or
educational psychologists, social workers, learning support advisors, life orientation curriculum
advisors, life orientation educators, and the voices of literature (scholarship and ‘non-academic’
and/or local literature). Design and Implementation: A hybrid qualitative, participatory ‘action’
research design employed four workshops and inter-workshop periods with action including within
the team and somewhat within their contexts. ‘Transgogy’ based on trans-disciplinary collaboration
principles and Mezirowean and Freirean andragogic theories, facilitated the process. Data
Constructions: A ‘self-ecosystemic model of ‘self-esteem’ and ‘self-esteem development in the (South
African) educational context(s)’’ was developed, with the process and ‘product’ concept of ‘meta selfesteem’
or ‘the evaluation of the evaluation or self-esteem’ at the apex of a novel self-esteem
hierarchy conceptualisation. The ‘optimal’ meta self-esteem ‘product’ or nature status is a ‘high
healthy self-esteem’ and with the concomitant process, provide the prime aims of self-esteem
development. An intact ‘core self-esteem’ or ‘I matter no matter what’ is a sine qua non of the metastatus
of ‘healthy’, as is evenly dovetailing individualism with, for example, the African collectivistic
philosophy of ‘ubuntu’. Discussion of the Data and ‘Concluding’ the Journey: This data, model, the
implications, recommendations, and evaluation of this study are presented and discussed. This journey
is then ‘concluded’. / AFRIKAANSE OPSOMMING: Alhoewel ‘self-agtingsontwikkeling’ as ‘n leeruitkoms in die Suid-Afrikaanse
Lewensoriënteringkurrikulum geformuleer is, wil dit voorkom of dit nie geanker word in ‘n duidelike
en/of omvattende begripsverklaring nie wat dus potensieel die verwesenliking daarvan bedreig.
Bestaande navorsingsliteratuur bied beperkte verklaring van die konsep vir gebruik binne die multikulturele
konteks van Suid-Afrika. Die verklarings is grootendeels ‘verwesters’, kwantitatief, en
bevoordeel die dikwels teenstrydige verduidelikings van akademici wat in die proses ‘nieakademiese’
rolspelers marginaliseer. Die transdissiplinêre benadering volg ‘n Modus 2 formaat deur
verskeie rolspelers te betrek wat saam kennis konstrueer met die doel om die begrip epistemologies te
konstekstualiseer en die diskrepansie tussen akademiese en praktykkonnotasies te oorbrug. Die studie
steun veral op Shavelson, Hubner en Stanton (1976) se klassieke oorsig van selfkonsep en Marsh en
O’Mara (2008) se verklaring van multidissiplinariteit. Die navorsingsvraag wat hierdie studie gerig
het was: “Wat is ‘n trans-dissiplinêre kollaboratiewe span se gefasiliteerde begrip van self-agting en
self-agtingontwikkeling in die Suid-Afrikaanse onderwyskonteks?” Die doel van die studie was om
met interaksie tussen die stemme in die navorsingsliteratuur oor selfkonsep en die singewing van die
lede van die span ‘n werkbare model te ontwikkel om die konsep self-agting in die plaaslike konteks
beter te verstaan. Die trans-dissiplinêre samewerkende span het bestaan uit sielkundiges, maatskaplike
werkers, leerondersteuningsadviseurs, lewensoriëntering kurrikulumadviseurs, lewensoriënteringopvoeders
van ‘n plaaslike OBOS, asook die stemme van die literatuur (akademiese en nieakademiese
en/of plaaslike literatuur). ’n Kwalitatiewe, deelnemende aksienavorsingsprojek is
ontwerp wat vier werkswinkels met tussenposes insluit. ‘n Transgogiese benadering gegrond op transdissiplinêre
kollaboratiewe beginsels en andragogiese teorie van Mezirow en Freire is gevolg om die
groep se prosses van begripsbou te fasiliteer. Die produk van die werkswinkels was ‘n ‘Selfekosistemiese
model van ‘self-agting’ en ‘self-agtingontwikkeling in die Suid-Afrikaanse
onderwyskontek’. Hierdie model kan as raamwerk gebruik word in die praktykmaak van die
uitkomste rakende selfagting in die Lewensoriëringkurrikulum.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/5216 |
| Date | 12 1900 |
| Creators | Biggs, Clinton Clive |
| Contributors | Swart, Estelle, University of Stellenbosch. Faculty of Education. Department of Educational Psychology. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | v, 414 p. : ill. |
| Rights | University of Stellenbosch |
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