Dissertation (Master of Consumer Science)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: The role which education can play in the upliftment of individuals and families has been receiving
increasing attention by the South African government because it is regarded as each individual's
right to reach his/her full potential. However, the way in which education is presented is the defining
factor, which determines the sustainability of the subsequent development. The purpose of the
study was to determine how Consumer scientists could contribute to transformative learning as well
as the increasing of individual's levels of empowerment and knowledge.
A literature study was undertaken to present a synopsis of emancipation education and transformative
learning within the context of Consumer Science. Several methods of education, the underlying
concepts to transformative learning, methods to bring about transformative learning, several phases
in transformation of perspectives, the outcomes of the emancipation education method, the role of
the Consumer scientist as emancipation educator as well as practical teaching methods were also
included to support the empirical part of the study.
A housing literacy programme was adapted and presented according to two different methods of
education, namely emancipation and technical methods to represent the empirical part of this study.
The housing literacy programme was presented to women in Calvinia and Williston living in government
subsidised houses. During the implementation of the emancipation method of education,
the transformation framework was used in conjunction with the action research model to adapt the
programme and to identify any transformation that took place. In experimental design, the emancipation
and technical methods were compared in terms of an increase in empowerment and knowledge.
The status of empowerment and knowledge of both groups was determined before the programme,
directly after the programme as well as two months thereafter.
Quantitative data was obtained from the questionnaires on empowerment and knowledge, while
qualitative data was obtained from the action research model as well as the transformation framework.
The result of the quantitative data showed a clear difference between the group taught with
the emancipatory method, and the group taught with the technical method in tenus of the increase in
levels of empowerment and knowledge. The group taught with the emancipatory method showed
higher levels of empowerment and knowledge than the group taught with the technical method directly
after the programme as well as two months thereafter. The levels of empowerment and knowledge of the group taught with the emancipatory method showed significant statistical differences
from before the presentation of the programme until two months thereafter. This suggests the
sustainable character of an increase in empowerment and knowledge. Results obtained from the
qualitative data also indicated the occurrence of distorted meaning schemes as well as modification
thereof.
This study showed that using the emancipation method of education when presenting a Consumer
Science programme could induce transformation. The quantitative data also proved the emancipation
method of education to be more effective than the technical method when aiming to increase an
individual's level of empowerment and knowledge. It is therefore important that Consumer scientists
be aware of all the characteristics of the emancipation method of education as well as transformative
learning in order to induce change in individuals and families and to lead them to selfdependence. / AFRIKAANSE OPSOMMING: Die rol wat onderwys in die opheffing van individue en gesinne kan speel, het die afgelope paar
jaar toenemende aandag van die Regering van Suid-Afrika gekryaangesien dit as elke individu se
reg gesien word om sy/haar volle potensiaal te bereik. Die wyse waarop onderwys aangebied
word, is egter die bepalende faktor in die volhoubaarheid van die ontwikkeling wat daardeur
teweeggebring word. Die doel van die studie was daarom om te bepaal hoe
Verbruikerswetenskaplikes kan bydra tot transformatiewe leer en die verhoging van bemagtigingsen
kennisvlakke van individue.
'n Literatuurstudie is onderneem om 'n oorsig oor emansipasie opvoeding en transformatiewe leer
binne die konteks van Verbruikerswetenskap te gee. Verskeie onderrigmetodes, die konsepte
onderliggend aan transformatiewe leer, metodes om transformatiewe leer te bewerkstellig, verskeie
fases in perspektieftransformasie, die uitkomste van die emansipasie onderrigmetode, die rol van
die Verbruikerswetenskaplike as emansipasie opvoeder en praktiese onderrigtegnieke is bestudeer
om die empiriese gedeelte van die studie te ondersteun.
Vir die empinese gedeelte van die studie is 'n behuisingsgeletterdheidsprogram aangepas en
volgens twee verskillende opvoedingsmetodes, naamlik die emansipasie- en tegniese metode
aangebied. Die behuisingsgeletterdheidsprogram is aangebied aan vroue van Calvinia en Williston
wat in staatsgesubsidieerde huise woon. Met die toepas van die emansipasie opvoedingsmetode is
die transformasieraamwerk saam met die aksienavorsingsmodel aangewend om die program aan te
pas en die transformasie wat voorgekom het te identifiseer. In die eksperimentele ontwerp is die
emansipasie en tegniese metodes met mekaar vergelyk in terme van bemagtiging- en
kennisverhoging. Bemagtiging- en kennisstatus van albei groepe is voor die program, direk na die
program, sowel as twee maande daarna bepaal.
Kwalitatiewe data is uit die aksienavorsingsmodel en die transformasieraamwerk verkry, terwyl
kwantitatiewe data uit die bemagtigings- en kennisvraelyste verkry is. Die resultate van die
kwantitatiewe data het aangedui dat daar wel 'n verskil is ten opsigte van die verhoging van
bemagtiging- en kennisvlakke tussen dié groep wat volgens die emansipasie metode aangebied is en dié groep wat volgens die tegniese metode aangebied is. Die groep wat volgens die emansipasie
metode onderrig is se totale bemagtigingsvlak, sowel as hul kennisvlak was direk na die program
asook twee maande daarna hoër as dié van die groep wat volgens die tegniese metode aangebied is.
By die bemagtiging- en kennisvlak van die groep wat volgens die emansipasie metode onderrig is,
het daar 'n betekenisvolle statistiese verskil van voor die programaanbieding tot twee maande
daarna voorgekom, wat op die volgehoue aard van bemagtiging- en kennisverhoging dui. Die
resultate wat verkry is uit die kwalitatiewe data het verder aangetoon dat daar wel verdraaide
betekenisskemas by die deelnemers voorgekom het asook wysiging daarvan.
Tydens hierdie studie is bevind dat transformatiewe leer teweeggebring kan word met die aanbied
van 'n Verbruikerswetenskapprogram volgens die emansipasie opvoedingsmetode. Die
kwantitatiewe data wat verkry is, het ook getoon dat die emansipasie onderrigmetode meer
effektief as die tegniese metode is om die verhoging van individue se bemagtiging- en
kennisvlakke teweeg te bring. Verbruikerswetenskaplikes moet daarom kennis dra van die
eienskappe van die emansipasie opvoedingsmetode en transformatiewe leer om sodoende
volgehoue verandering by individue en gesinne teweeg te bring en om hul tot selfstandigheid te lei.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/51697 |
| Date | 12 1900 |
| Creators | Van der Merwe, Marietjie |
| Contributors | Albertyn, R. M., Van Wyk, A. S., Van der Merwe, M. E., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 122 [90] p. : ill. |
| Rights | Stellenbosch University |
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