No doubt can exist that discipline and authority in Black schools, including Tsonga secondary schools, is at present undergoing a very difficult period. One crisis follows another and there are constant threats of boycotts and violence, threats which only too often become reality. This dissertation is an attempt at revealing the possible causes for this problem, by means of a phenomenological investigation into those essentials which are preconditions for the implementation of pedagogically accountable authority. The concept of authority, with special reference to Tsonga traditions and the place and role of members of the tribe and family, in enforcing authority, are examined. Guidance, assistance, acceptance, and the essential components of the relationship structure are given attention. As the dissertation is concerned with the school situation, the teacher's person, personality and
his training also received attention. Recommendations for further study and possible ways to alleviate the
situation, are suggested. / Educational Studies / M. Ed. (Fundamental Pedagogics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/18054 |
| Date | 06 1900 |
| Creators | Baloyi, Rhandi May |
| Contributors | Reeler, Grace, 1930- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xv, 363 leaves) |
Page generated in 0.0023 seconds