Submitted in fulfilment
of the requirements for the degree
MASTER OF EDUCATION
in the Department of Sociology of
Education of the Faculty of Education at the
University of Zululand, 1997 / This study considers open schools as a movement for reform and social change. It is argued in this study that the mere act of opening up schools to all race groups is an important step in the road to social change, particularly in a country where government had enacted several pieces of legislation to prevent racial mixing of pupils in schools. A combination of social, political and economic factors such as, the crisis in black education culminating in the 1976 Soweto uprising, the moral and the social conscience of the Churches, corporate social responsibility, skills shortage and the government reform initiatives during the 1990's are cited as the main reasons for the opening up of schools.
Theoretically, the study draws on the assimilationist and pluralistic models. These two models are prevalently used in the provision of education in a society comprising of people from diverse groups and backgrounds. Approaches under each of these two models are initially discussed and analysed, and later applied in the conclusion.
This dissertation depicts the attitudes of 100 respondents selected from the teachers, parents and pupils ranks associated with open schools in the Durban Metropolitan area.
Findings drawn from the empirical data indicate that the different views on open schools held by black and white respondents somewhat blur the role of open schools as catalysts for social change. Blacks interpret open schools from the educational standards point of view, whereas whites see open schools as providing an opportunity for socio-cultural enrichment. As a result of the differing views, the educational approach adopted by open schools vacillates between assimilationism and pluralism. Be that as it may,
respondents displayed overwhelming support for the potential open schools have to bring about social change.
Finally, on the basis of the aims of the study and the empirical findings, conclusions are drawn. Recommendations to make open schools viable agents of reform and social change are formulated as follows:
That open schools reflect their 'openness' in practice in keeping with their intended mission.
That open schools revisit their school policies with a view to addressing those aspects of policy which members of certain groups find objectionable.
That open schools practise differentiation with care.
That open schools implement training for teachers on dealing with school population diversity.
That open schools work on producing appropriate teaching material to be used in open schools.
That open schools and the Department of Education should co-operate in dealing with problems arising from the 'openness' of schools.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/771 |
| Date | January 1997 |
| Creators | Bhengu, Paulus. |
| Contributors | Urbani, G., Zulu, P.M. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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