Thesis (MEd)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: The political and social changes that occurred after 1994 in South Africa, inevitably led to the
emergence of a new educational era. Life Orientation (LO) was introduced as a new learning
area within the Revised National Curriculum Statement (RNCS) and seeks to preventatively
empower learners to take up their legitimate place as citizens within the national and
international society (DoE, 2003:2).
LO cannot only be liable for the holistic development of individual learners. The community
in which learners grow up are faced with unique challenges that will inescapably influence
their development. I highlight the influence of “Ubuntu” and “Ukama” on the process of
becoming of each individual and therefore use the ecosystemic perspective as a theoretical
framework for this study. I reflect on my own experiences within the LO classroom that led
to the creation of fictional characters and case studies as a teaching strategy. In this study I
distinguish between case study as a teaching strategy and a research methodology.
I determine the lived experiences of Grade 8 learners in a secondary school where this
teaching strategy was used within the LO classroom. A case study as research methodology is
used where qualitative data was produced through personal documentation. A random sample
of ten participants from the case study is used to obtain a thorough understanding of their
lived experiences. Qualitative data was further produced by twenty individual and two focus
group interviews with the sample group.
I used the constant comparative method to ensure that I identify the units of meaning and
discuss the findings on the basis of three categories. First, the data indicated that the
participants found guidance through the case studies of the characters. Secondly, it appeared
that the experiences of the characters influenced the participants’ decision making processes.
Thirdly, the data indicated that participants used this teaching strategy as a platform to voice
their own personal emotions and experiences.
On the basis of Gilles Deleuze (in Wallin, 2010) and Magdeleine Grumet (1981) this study
emphasizes the potential role that an evolving, active form of curriculum can play in the
becoming processes of each individual learner and teacher. I conclude by recommending that
uniqueness and diversity must be encouraged within the classroom to ensure that curriculum
will not be a homogeneous policy document, but that it will be active and developmental in nature. I use the work of Wallin (2010), Sutton and Martin-Jones (2008) and Grumet (1981)
to offer new insights about the pedagogical making process within the South African context. / AFRIKAANSE OPSOMMING: Die politiese en sosiale veranderinge wat na 1994 binne Suid-Afrika plaasgevind het, het
onvermydelik gelei tot die ontstaan van ʼn nuwe opvoedkundige era. Lewensoriëntering (LO)
was as ʼn nuwe leerarea binne die Hersiene Nasionale Kurrikulumverklaring (HNKV)
bekendgestel en poog om op ʼn voorkomende wyse leerders te bemagtig om hul geregmatige
plek as burgers binne die nasionale, sowel as internasionale samelewing op te neem (DvO,
2003:2).
LO kan nie alleen aanpreeklik gehou word vir die holistiese ontwikkeling van individuele
leerders nie. Die gemeenskap waarbinne die individuele leerders groot word het sy unieke
uitdagings en sal daarom onwillekeurig hierdie ontwikkelingsproses beïnvloed. Ek
beklemtoon daarom “Ubuntu” en “Ukama” se invloed op die individu se wordingsproses en
gebruik die ekosistemiese perspektief as ʼn teoretiese raamwerk vir hierdie studie. Ek
reflekteer oor my eie ervarings binne die LO-klaskamer wat aanleiding gegee het tot die
ontstaan van fiktiewe karakters en gevallestudies as onderrigstrategie. In hierdie studie
onderskei ek tussen gevallestudies as onderrigstrategie en navorsingsmetodologie.
Ek bepaal die geleefde ervaring van graad 8-leerders in een sekondêre skool waar dié
onderrigstrategie in die LO-klaskamer gebruik word. ʼn Gevallestudie word as
navorsingsmetodologie gebruik waar kwalitatiewe data deur persoonlike dokumentasie
geproduseer is. Ten einde ʼn deeglike begrip te verkry van die gevallestudie se geleefde
ervaring is ʼn ewekansige steekproef van tien deelnemers gebruik. Kwalitatiewe data is verder
deur twintig individuele en twee fokusgroeponderhoude met hierdie steekproef geproduseer.
Ek het deurgaans die konstante vergelykende metode om eenhede van betekenis te
identifiseer gebruik en bespreek my bevindinge aan die hand van drie kategorieë. Eerstens
dui die data aan dat deelnemers leiding uit die gevallestudies van karakters ontvang het.
Tweedens blyk dit of die ervarings van die karakters die deelnemers se besluitnemingsproses
beïnvloed het. Derdens dui die data aan dat deelnemers hierdie onderrigstrategie as ʼn
platform gebruik het wat hulle in staat gestel het om uiting aan hul persoonlike emosies en
ervarings te gee.
Ten slotte beklemtoon hierdie navorsingstudie aan die hand van Gilles Deleuze (in Wallin,
2010) en Magdeleine Grumet (1981) se werk die potensiële rol wat ʼn ontwikkelende, aktiewe
vorm van kurrikulum in die wordingsproses van elke individuele leerder en opvoeder kan speel. Ek beveel daarom aan dat uniekhede en diversiteit binne die klaskamer aangemoedig
moet word ten einde te verseker dat kurrikulum nie as ʼn homogene beleidsdokument aanvaar
word nie, maar dat dit aktief en ontwikkelend van aard sal wees. Ek gebruik die werk van
Wallin (2010), Sutton en Martin-Jones (2008) en Grumet (1981) om nuwe insigte rondom die
pedagogiese wordingsproses binne die Suid-Afrikaanse konteks aan te bied.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/71871 |
| Date | 12 1900 |
| Creators | Badenhorst, Corlischa Amanda |
| Contributors | Le Grange, L. L., 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 | xv, 197 p. : ill. (some col.) |
| Rights | Stellenbosch University |
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