Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine
values education in South Africa. This study aimed at determining how human rights values
were addressed in the context of independent Waldorf Education and government initiated
outcomes-based education in South Africa, and how educators facilitated these values in
various circumstances. In exploring the philosophies, theories and practices of these
education models against the background of paradigmatic and post-paradigmatic
philosophies in support of the socially constructive curriculum theory, important notions were
highlighted that have preceded, and might follow, the facilitation of human rights values. The
epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic
framework appeared to provide appropriate philosophical departure points
regarding the facilitation of human rights values.
This study anticipated the theoretical clarification of the concept human rights values and
included a discussion on the importance of these values in various school contexts. Values
identified from the Manifesto on Values, Education and Democracy (2001), that were also
present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as
possible human rights values. Empirical research was conducted to explore how human
rights values were attended to in good practice scenarios in order to provide insight into the
questions posed regarding the facilitation of human rights values.
Through systematic ethnographic observations and semi-structured interviews it appeared
that in both school contexts human rights values were more frequently addressed in
incidental situations than in formal curriculum contents. This is interesting seeing that the
outcomes-based education model has a number of documents to guide the facilitation of
human rights values within formal curriculum contents, whereas the Waldorf approach has
no such supportive documents. One might question the value and influence of numerous
documents if basic knowledge that is required for the meaningful interpretation of such
documents is not communicated from the outset. Moreover, it became evident that since
Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf
schools adhere, they deal with curriculum matters such as socially constructing a curriculum
more effectively. The training of outcomes-based education educators can be questioned
regarding the philosophy, theory and methodology of outcomes-based education in view of
the hasty implementation of this new model for government schools. As a result of this
hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a
curriculum.
Recommendations and related examples were provided after the completion of the study.
This included, among others, the notions of dialogically facilitating human rights values to
promote learners' understanding of their rights, and the rights of others; to transform
incidental facilitation of human rights values into worthwhile teaching-learning experiences; to
use human resources - including learners - to convey human rights values; and to focus
educators' training (both in-service and pre-service) toward the inclusion of human rights
values and promoting an understanding of socially constructing a curriculum.
The study was concluded with the remark that human rights values might be an appropriate
means to redefine values education, provided that the facilitation of human rights values are
based on suitable theoretical and philosophical premises; and that those held responsible to
facilitate such values are assisted in this task. / AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding
in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om
vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en
staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word,
en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en
praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese
en post-paradigmatiese filosofieë, ter ondersteuning van
kurrikulumteorie, het kardinale aspekte wat die fasilitering
voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig.
die sosiaal-konstruktiewe
van menseregte-waardes
Dit kom voor asof die
epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese
paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt
bied met betrekking tot die fasilitering van menseregte-waardes.
In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook
'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit.
Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die
Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in
die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is
bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die
wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken
ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes.
Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit
voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies
aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant,
gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar
gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering
geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die
waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie
dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof
Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van
'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat
Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die
teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige
implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante
sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer.
Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het
onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die
bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies
waartydens menseregte-waardes toevallig aangespreek word omskep kan word in
waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik
kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en
voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die
sosiale konstruering van 'n kurrikulum moet fokus.
Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van
waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese
begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering
van sulke waardes, die nodige ondersteuning in dié verband sal kry.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50351 |
| Date | 12 1900 |
| Creators | Du Preez, Petro |
| Contributors | Roux, C. D., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | ix, 184 p. : ill. |
| Rights | Stellenbosch University |
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