Thesis (MEd.) -- Stellenbosch University, 1995. / ENGLISH ABSTRACT: South African education is facing a big dilemma. Teachers, curriculators and
students are confronted with the issue of multiculturalism because of the
establishment of one education department. Equality in education has to oe
offered to all citizens and implemented by all teachers.
In moving from a monocultural to a multicultural approach, all teaching spheres
would necessarily be affected. Re-evaluation, change and an improvementclre
required and these reconstructive measures be geared towards breaking down
isolation, fragmentation and mistrust within the diverse South African society.
Through a literature study, some perspectives on the problematic nature of the
current teaching program will be addressed. Various perspectives on
multiculturalism serves as a framework for argumentation about the viability of
such an approach. The contribution of the school subject, Physical Education,
towards harmony and solidarity, will be established. The focus will be on one of
the dance components, Folk Dancing, and in what way it can assist the process of
socialization for the creation of a sense of national unity.
The orientation to this study will be done in chapter one. In chapter two the
current problematic conditions within education serve as a background for the
total dilemma in which the South African teaching profession are outlined. The
different problems surrounding the school sUbject, Physical Education, are
discussed, which were a direct result of the fragmentation of the previous
education system. The needs of the multicultural community are not met entirely
in the current Physical Education syllabi.
In chapter three the different perspectives on multicultural education are given and
the experiences that countries like Australia, Britain, the United States of America
and Namibia had with the implementation of multicultural education to serve their
multicultural societies.
The school needs to serve the community. That is why the process of planning
the total educational practice needs to be reviewed as to the relevancy of the
school curriculum in order to serve the needs of the community.
In chapter four the place of Physical Education in the school curriculum is
established and the role that Folk Dancing has to play in order to serve as means
to foster social harmony, respect and tolerance.
In chapter five a cultural composition needs to be done in order to establish what
the multicultural community in South Africa consists of, what the different majority
cultural groups are and what research already has been attempted in the
documentation of the different South African cultural folkdances. The need is then
to develop a program which will cover the twelve years of schooling in order to,
serve as an interim program to create a bettfJr understanding between the differ']nt
cultural groups of the country.
In the final chapter conclusions and recommendations will be put forward to
enable future study. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwys staan voor 'n groot dilemma. As gevolg van die
daarstelling van 'n enkele departement van onderwys word kurrikuleerders,
leerlinge sowel as die onderwysers gekonfiOnteer met die kwessie van
multikulturalisme. Gelyke onderwys word i10U aan aile landsburgers verskaf en
moet deur aile onderwysers ge"implementeer word.
Die oorskakeling vanaf 'n monokulturele na 'n multikulturele benadering in die
onderwys sal aile vlakke van die onderwys noodwendig affekteer. Herevaluering,
verandering en verbetering is tans aan die orde van die d~g, omdat
rekonstruktiewe optrades die isolasie, fragmentering en wantroue van die
verskillende gemeenskappe in Suid-Afrika kan aanspreek.
Hierdie studie is hoofsaaklik daarop gemik om, deur middel van Iiteratuurstudie,
orientering te verskaf rondom die huidige onderwysproblematiek. Die verskillende
perspektiewe van multikulturele onderwys dien as raamwerk waarbinne daar oor
die werkbaarheid van so In benadering geargumenteer word. Verder word daar
ondersoek ingestel na die bydrae van die skoolvak, Liggaamlike Opvoeding, in die
herstel van harmonie en eenheid. Die fokus val veral op een van die
danskomponente, Volksdans en in watter mate laasgenoemde deur middel van die
proses van sosialisering In sin vir nasionale eenheid kan bewerkstellig.
Die orientering ten opsigte van die studie geskied in hoofstuk een waarin die
probleme random die skoolvak Liggaamlike Opvoeding beskryf word wat
veraorsaak is as gevolg van die fragmentasie in die onderwys. In hoofstuk twee
word die huidige onderwysproblematiek uiteengesit wat dien as agtergrond vir die
totala dilemma waarin die Suid-Afrikaanse onderwys hom tans bevind. Die
behoeftes van die multikulturele gemeenskap word nie voldoende verreken in die
huidige sillabusse nie omdat die gemeenskappe toenemend aan die verander is.
Hoofstuk drie ondersoek die verskillende perspektiewe rondom multikulturele
onderwys en die ondervinding van enkele lande 5005 Australia, Die Verenigde
State van Amerika, Brittanje en Namibia ten opsigte van multikuiturele onderwys
en die multikulturele samestelling van hul gemeenskappe.
Die skool gee uitvoering aan die behoeftes van die gemeenskap. Dit is daarom dat
die kurrikuleringsproses van die totale onderwyspraktyk onder die loep geneem
word asook die relevansie van die skoolkurrikulum ten opsigte van die genoemde
behoeftes.
In hoofstuk vier word die plek van Liggaamlike Opvoeding en die
Volksdansafdeling binne die totale opvoedingsprogram beskryf am aan te dui
watter rol gespeel word am sosiale harmonie, respek en verdraagsaamheid te
verstewig.
In hoofstuk vyf word die multikulturele aard van die Suid-Afrikaanse gemeenskap
deur middel van In kulturele samestelling blootgelA. In Volksdans-program verskaf
moontlike variasies om voorsiening te maak vir multikulturalisme en
kultuuruitruiling. In die slothoofstuk word gevolgtrekkings en acmbevelings ten
opsigte van die studie gemaak.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/54940 |
| Date | 11 1900 |
| Creators | Damon, Eleanor Denise, Cyster, Eleanor Denise |
| Contributors | Carl, A. 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 | English |
| Type | Thesis |
| Format | 97 blaaie |
| Rights | Stellenbosch University |
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